The sun. [volume] (New York [N.Y.]) 1833-1916, 1914-01-11
DHE FOLLOWING informal address
by Arthur +. Warren. headmastef
Of Collegiate School. New YORK

of Collegiate School, New York
= city. and delivered by him at
meeting Of the SchOOlmasters ASSOCIATION
Of New York City and the Vieihity,
aroused 80 much interest In that aiert
body OF schoolmen that II Is now printed
on the school and college page OF THE
SUNDAY Sun In the belief that II Will
also interest parents and such teachers
and headma sters who do net happen to be
members of the association. 1t should be
noted, however. that II required much
persuasion before Mr.. Warren would allow
it to be published In THE SUN. as ne ieI.
that II was written hastiiy anu 10 "o'
a finished product"
THE question for discussion. The snare
Of the Pupil In the General Discipline
Of the School presents two obvious
| sides. the practical and the theoretical
the latter suggesting. as 1t so often does
by inference. the impracticability OF sucn
| "A system. Yet both are vital probiems
| in the conduct Of school life. the stuoent
comes to school to be taught. to be htted
| for college and 20 be trained Tor lie.
This we admit is the function OF the
/ institution Shall ne then be assigned the
duties and prerogatives OF those VINO are
| paid TO act rs teacher and oftentimes AZ
| policeman, and shall he CARR upon his
shoulders the burden of school discipline
I admit he should'bear his share or TINS
work because OF the splendid steadying
influence he exerts upon the student body
| and because Of the wonderful return II
| brings him. II IL not "A question OF teiihs
| him to do the teachers work II IN rather
working with him and through him for a
common and for larger results one side
| OF this proposition looms large and de-
| serves our serious consideration. Tor ~
| makes the individual student not only the
receiver but also the giver OF grea'
share in the moral and ultimate purpose
Al IL a. .tns.s ant
| of true leadership and the formation oil
! approved character II is on this point
the moral value Of such discipline, that
| | would speak first.
THE wonderfully broadening effect o!
any scheme whereby the student has q
real share In the discipline Of the school
lie shown perhaps most clearly In this
heigh,eninC and strengthening Of ths
moral values OF student life. We are
prone to underestimate this value because
we have not put II to the test
1--WE teachers are so busted In the build
ing up of the scholastic standards o'
the school, In concerning ourselves witt
the physical development. and In broad
ening the aesthetic and practical side 81
this and that that we sometimes forge
the unfed and emotional side Of the DO,
which must evidence itself for right OF
wrong in interpreting for himself jus
estimate OF moral values. Things whlc'
| seem partly right to him because common
or TO pu. Il conversely. In which he seq
no great or lasting wrong. often ruii
the ideals OF well tntentioned boys an'
paint the walls Of his memory with pic
lures upon which the man OF riper AK
and deeper experience gnzes with shud
der. They are the little things. tn
giving or the getting OF secret help tcrib
hing or cheating In n stronger word 10
this). taking ADVANTAGE Of the teache
when he IL busy In one part Of the room
or Is called away for moment-thes
and a thousand other seemingly triflinI
things present no real horror to TIL
, boy because he somehow feels the teache
Is there to detect and punish fraud 4
preserve order. to see that the room
we'll ventilated. az well as to teach tn
assigned lesson of the day. and to inspir
love for learning. and that he. per sc
is not intimately concerned with the goo
behavior OF the room further than I
conduct himself In a proper way. HI
: loves to play the game twho doesn't?
and Ia often more interested as a specta
tor than as a referee.
But 1t Is the place OF the parent 4
, teach the fundamentals OF the game a
l home. YOU say--the great principles o
! truth, justice. fairness. honor and indi
1 viduai responsibility. That is true. An,
! Il IL the duty OF the headmaster and hi
teachers 10 supplement and confirm thes
things AT school. you add. That also l
true. But as the teacher who does no
shirk his duties and neglect his privilege
y supplements and fosters the teaching o
Z the parent, SO the self-reliant and respon
: sible student can best second the effort
Z OF the teacher and must be encouraged r.
to do. Youth ever looks 10 age for a
. example. and boy in the senior or grad
uating class can do far more TO mould tn