The times dispatch. [volume] (Richmond, Va.) 1903-1914, 1912-07-14
EDUCATIONAL WORK
THRIVES IN VIRGINIA

into Gree personality possessing the
maximum outlook upon those good
things which constitute culture. Per-
scnally. I believe that this can best be
done by helping the pupil realize the
moral value of life This Is u big
problem. but II 1T were no, big. it
would not be worth coloring.
Relatively Free Agent.
Tho boy who enters a secondary
school-and this Is especially urue II
that school be one in which he spends
his whole time one in which he lives
as well as one in which he recltes-is
thrown largely upon his own resources
10 brought face 10 face With the neces-
sity OF making his own decisions and
choosing his own methods lie is rela
lively q free agent. subject TO regula,-
lions and restraints. II is true, but ind
ing in his daily life many chances to
select or reject various courses Of ac-
ton open to MIN. Comparative free
dom Sc the keynote OF secondary edu-
cation. In this stage OF his develop
ment the boy begins consciously to
direct his own life. end he should be
sItructors and fellow students that will
best e.cable him to bear tho response
btlity his freedom imposes on him. My
experience has led mo to believe firmly
that a growing boy cannot TOO Early be
held responsible for his motives. AS
soon as youth IS able TO perceive the
difference between desire and duty, it
is his privilege to earn to choose tho
way that is night, rather than the path
OF inclination. and 10 this end the wise
leader. the true teacher. stimulates
rather than commands. But In all this
there is a danger lest. IN seeking to
have our charges choose for tn emselves'
We leave them to wander without d!-
rection and to biundor into fatal mis-
takes. The only safeguard to personal
lt'o erty Is effective orKani zatlon Tho
vision OF tho master must embrace the
whole life OF his pupil. and must take
account or tho stopping places by the
way. Whatever system the school en-
ploys. IT must comprehend the life OF
tho hoy. in and out Of his classes. 1t
must consider his food. his sleep. his
sports and his work This can bc done
effectively only through the oo-opera-
tion of all involved, for whore friction
exists something must be sacrificed.
Let us for a few mirutes FIX our at
tcntion iipon two ideas in tho lsfc OF a
secondary school boy Tho frs, is re-
spons'hility; the second, oonprchen-
siveness.
Some one has said THAI the hoy is a
great idcalist, that h. likes concrete
examples in life. and tha, he IS a hero
worshtper. That this is true, any one
who knows boys ~ill admit II tndi-
/ Gates that through the imitation of the
| older boys and the teachers. the young
er me nlbers OF the school may he led to
| rightful living. But II also emphasizes
the fact that the developing boy should
! have a guiding share In the general
problem of development. At nrst he
initiates. hut only that he may grow
Ike hi sheroes. He abstains from in
| temperance in food and drink; he
trains. that he may nc a better ath-
lete more like Tom. or Bill who leads
| the team, and he learns through inter
| est TO preserve and 10 de velop the best
that's in him. In this small way he
starts, and then grows gradually into
many directions. until as he is able 10
bear them. one by one the various
! functions OF school life and govern
ment are intrusted 10 him He learns
| 10 be responsible. so that Tie may serve
as best he may the school of which he
Is Justly proud The real boy. the right
sort, soon become sable to carry the
simple burdens OF school routine and
from these he readily begins 40 grasp
the meaning OF self government. for
he sees that he must be not only an
eficient servant OF his little world. bu,
an example 10 his younger and wca<er
brethren. In few words by sharing
In the responsibilities OF hts school
NE. the developing hoy is brought racn
| to face with the concrete -oroilar,s = ,
Continued on Second PaEc3