New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1903-12-27
LETTERS TO THE EDITOR.
PUPIL AS INDIVIDUAL.
Consideration of This Point of View Urged


- -he Editor Of The Tribune.
Sir. Lately 81 one of our public schools where
ssresse6 several hundred pupils found that there
vgers IN that one building $3.50 boys: that IN fact
!, was not 2 school. but institution in which
~ consideration OF the pupil an Individual was
almost impossible
n a certain protest made BY the Association OF
women Principals OF Public Schools, these build
,nrs are called huge barracks. where the indi-
,ssral child is mere number. where no one has
.u,e tor human sympathy. ana where the prepara-
.on q statistics an6 reports. and the upbuid-
ag Of character mas become the duty OF The prn-
c.pal
An this 7 found 70 be true and the teachers being
.Ioxed 10 clerks they had TO spend many hours
n his 6rCcgery % detailed accounts. Even where
4hs teachers strength has limit the school day
hss ard surely only few minutes in those I'VE
hours can re spent in personal attention any one
~ TIE pupils IL a class % fifty. and where that
rlsss is only one Of fifty in the same building
surely. thought. as came down I've long flights
Of stairs to reach the street surely some reform is
,seaed here.
Professor Giddings. Of Columbia told US the other
6sv in one OF his lectures that in teaching great
deal more depended the poiDt Of view the teacher
fook and his her power OF iutmatou and per-
sonaI influence upon the pupil than on the extent
az the teachers knowledge. Referring TO the me
.hsnica. part Of our educational system he said
that between a teacher who was fully equipped in
study and Yet commonplace in spirit and per
sonslty. and another. who. though not so clever
intellectually. yet had high ideals. and the power
"a instil in the pupils mind noble aspirations he
would give the preference 10 the latter.
To-day Professor Woodbridge. in his lecture at
Columbia said that IL system Of education we
should emphasize the factor OF personality; no
mere mathematical machine can do the work OF a
teacher. there must be enthusiasm and personal
f7fgence."
D. Arnold the head % the famous Rugby
school was respected snd loved because his per
sopslitv was so influential. and he Al all times I'M
messed Il anon his pupils that they should not
oor,rft certain wrong acts, not because they were
srairsf the r-les Of the school. but because they
1rsre in 50 doing SHINING against their own nature
80 -eeir cfense was destroying personality
Nor alas. what opportunity is there Tor such
A. influence 20 bc exercised in schools OF the size
Of most O. orr CRY schools2
L is general belief that al true education mas
an ethical aim and IS make men better as well
as wiser. and 10 bring this about We must have an
earnest heart and GOOD win on the part OF the
teacher 10 give the initiative.
To-day in cur immense schools i Is not posslhie
70 give 10 the pupils and teachers tue and SUI
fcient guidance 1y principals properly equipped ior
rhefr important and most responsible duues
Fortunately. we have n SCHOOLS Nos .. q ahQ 70
= in The Borough 81 Manhattan. examples OF
a better system. Tor each II these great bnldinss
contains double school. the TWO departments en-
rireIv Cncounecred with and independent OF eech
other. one comprises all grades OF boys. nncer Ihe
supervision OF man Frinclat the other al graoes