The Minneapolis journal. [volume] (Minneapolis, Minn.) 1888-1939, 1903-11-26
MINNESOTA'S GREAT SCHOOL FOR BOYS
FARIBAULT, MINNESOTA

instruction; 1t prepares a boy for any
college or university he desires to en-
ter-Harvard. Yale. Columbia, Prince
ton, Cornell, Chicago. Minnesota. or
any others; Its associations arc better
than the faraway eastern school for
fitting a boy for his business or pro-
fessional career in the west In COM
petition with western men: while the
annual charges are 800 to 5000 less
than those of the schools OF It's class
in the eastern states.
With standard Of this high order
to maintain. a very liberal policy is
pursued in providing the equipment,
and In employing able, and expert
enced instructors. Most of them rank
with college professors. The heads Of
departments are especially strong
men of mature age and experience.
They have kept themselves fresh and
In touch with the best modern meth
DDS Of instruction. by post graduate
study In their speeialties. The ad-
vantage gained by the employment Of
faculty that ranks so high in COM
parison with schools generally. is still
farther increased by the relatively
large number of the instructors. It is
tention, and a close supervision of the
study. Particular pains are taken to
teach boys how. to study with a view
to increasing their capacity and their
thoroness. in any work undertaken.
This also stimulates interest; one Of
the results being the creation in many
instances of a desire for more educa-
ton, SO that more boys go to college
or the professional schools from Shat
tuck than from any other so-called
military" school.
In addition to this carefulness in the
intellectual work the training and dis
cipline of the system as regards con-
duct and the molding Of character,
have peculiar value of their own.
While they are of value to all boys,
even the best of them, they are to
many Of greater importance in fitting
them for life than the best Of instruc-
ton. 1t goes without saying that no
day school can give a boy this advan-
tage. IT,. successful man must learn
to be self-reliant; he must be thoro,
wide awake, forceful, punctual; he
must learn obedience and his proper
relation to others; must know men and
how to get on with them, and, If need
be- to control them. Most boys have
enter on their lifes work: the Shat
tuck boy acquires them while getting
his education. The institutional life
does much which instruction cannot.
The boys live in intimate companion
ships with others-their equals. They
compete with them for the hon
ors and the coveted positions in
class, in the drills, and the
games, and all that goes to make
go over the list on pages $3.50 of the
catalog, noting the positions of re-
sponsibility and Of profit so uniformly
gained by these men, and not be inn
pressed by the practical value of this
training, and that it is not at all ore
sided. Hundreds of others who have
been here for time without pursu-
ing the course that leads to gradual
ton, are equally successful and prom
inent as business men.
There is abroad more or less Of the
idea that because of it's military de-
partment, Shattuck is intended for
boys who are impossible Of control
at home. The management wishes to
correct this misrepresentation. The
military system Is used not for dis
cipline SO much as for physical train
ing, for securing a symmetrical de-
velopment of the body, a manly car
riage, and habits Of obedience and re-
spect for constituted authority. It
goes with and is an aid to a high
standard of intellectual and moral Gull
ture, and no boy will be admitted
whose character can be seriously ques-
toned. The instructors are employed
for better purpose than to give up
valuable time in the uncertain en-
deavor to reform a lawless or vicious
boy. Every applicant is therefore re-
quired to present testimonials of good
character, and an honorable dismiss
sal from the school he has last at
tended.
The majority Of boys are too old for
the best results when they enter. AS
a rule boy who is trained in such a
school loses time If he does not enter
by the time he is IA. Whatever the
age he. should come at least as early
as he is prepared for the high school.
If he delays longer his classification
Is difficult, as most schools have diff
ferent courses of study; he has lost
time by not being taught right habits
of application earlier. and 1t is harder
for him to conform to the require
ments of the new life.
This matter Of molding boys when
very young Is so vital for their best
interests, that the rector has at great