The sun. [volume] (New York [N.Y.]) 1833-1916, 1914-08-15

n of education in this country dur
ing the last fifty years has been
the introduction and growth Of boys
boarding schools. The New England
academy Of the early nineteenth CEN
fury may be regarded as being in some
ways the parent Of these institutions
The New England academy. however
was coeducational, and only partly a
boarding school. Many OF the pupils
lived in their own homes In the village
or surrounding country, others lodged
and boarded in the houses of the neigh
bors. The modern school which we are
considering exists wholly for boys and
they all reside in the dormitories belong
ing to the school. The prototype is
rather the English public school. Of
which more hereafter.
The number OF these schools II al
ready large in the East. They are
cropping up in all sections OF the coun-
try. When they are well conducted
they have an ample supply OF students.
They have come TO stay.
The movement has been subject TO
much criticism. as might be expected
and desired.
The chief objection urged against It
is that such schools take boys out OF
their natural environment. The feeling
that home is the proper place for a boy
to live is we'll founded. Boarding school
life is not the ideal.
It would be best n \: we've possible
for every boy TO live in the suburbs or
IN the country with parents 30 situated
that they could give him a large amount
Of their time. with a first class school
sufficiently near at hand and plenti-
full supply Of companions OF his own
age. As things are to-day many boys
live in cities and the large city is an
unsuitable place for boy 10 spend his
leisure hours In. while for the dweller
In the country the average school has
often Inadequate means for even pre-
pairing it's pupils for the entrance ex-
aminatlons to the universities. Home
Is best, but 81 is In the first twelve years
OF child's life. lie is impressed by
the standards OF HE family. and espe-
cially II they be fine they will be remark
ably imprinted upon his character. Ex-
perience goes to show that boarding
school life so far from weaving a boy
from his home tends 10 increase his
love for and appreciation Of It. 1t
Is because boarding schools are in tho
country, and therefore wholesome,
physically and morally. that theA
courses bring the pupils naturally TO
the threshold OF the university. and be-
cause their pupils are still loyal to their
homes that parents are choosing these
places for their sons. q
Another objection 70 this kind of
school !s found in the fact that they
take away the boys from the public
schools. IT shall not send my son TO
your school," a parent wrote to the
head OF one OF these boardin4 schools.
FOR boarding schools are outside OF the
great stream OF American life Every
one who cares for TIE development OF
this land Of ours must rejoice In the
splendid service that the public school Is
doing-and yet many parents clearly
hold toward them the attitude OF one
OF our humorists toward our civil con
flct. "He believed In the war and did
not care how many OF his wlfe's rela-
tiyes enlisted" SO parents who enthu'
siastically support the public schools
! will do everything they can for them
except send their sons to them when
they find something different which
seems 10 them to promise more for the
particular lives for which they are re
sponsible. The boarding school Is moi
a rival Of the public school; that Is far
/ from the thought of those who work In
/ It. II Is a para small part--of oui
whole educational system which sup
plies opportunities Of which some people
like 10 avail themselves
II is said that these schools, following
In some respects the methods OF the
great boarding schools OF England
that are known as the English public
schools-are exotic, and as such undo
slrable. There is truth IN the Assertion
that In building these schools we have
borrowed from England. 1t is one o.
the promising features of our education
that we lay all nations under tribute
, There are In our colleges and schools
many things which we have taken from
Germany, others from France, from
Sweden from Italy. Education is llk'
science and religion, in that 1t gathers
In from all nations and would fair
contribute TO them all.
The collecting of boys In a commu
nifty and teaching them there is not
custom which II unique to England
1t is found in nearly all countries. Wha
England has through her public schools
contributed to education is the al
| round" man. II Is the man who Is {
scholar and an athlete as well-and IN
Is further a man who, having live'
cheek by FOWL with his fellows In
community, understands men and is II
consequence often leader OF men.
Such men are found Mn every colleg
In America, but they are individuals
In England so the boarding school mel
believe, they are a class--a large class
turned out by the public school system.
II Is fer the education OF the o.
around man that the modern boarding.
school Is established. In order that
may fulfil this high purpose there
need of large supply OF competen
teachers, for. after all, 1t Is they VIII
make the school--provided they ar
teachers by profession and of the RICH
kind.
say by profession, for It has been
custom with us for young men afte
graduating from college 10 spend tw
or three years 10 teaching. They gal
4 4. 4. lac NJ