The sun. [volume] (New York [N.Y.]) 1833-1916, 1914-08-29

what Ia to be tho policy OF the
Berkeley school under my management
There win be no change In the |
Berkeley policy. Berkeley stands four |
square upon the time tested studies and
the backbone Of It's work has been and will |
he the study OF English, Latin. modern
language science and mathematics. This |
schooi has avoided educational fads and
nothing Is moro repugnant to me than
the practice OF experiments upon chill !
dreus minds II Is no wonder the present .
generation complains of contemporary I
educational training. Children grow up
without skill In the most fundamental |
operations. they cannot spell; they can !
not solve a problem In simple interest, and |
sometimes they cannot even read in I
diligently. Strength. whether intellectual, i
moral or physical, Ia developed by over |
coming resistance. Intellectual exercise !
tho solution Of problems, the reasoning |
out of the intricacies OF language, the
study OF the relation OF the scientific ex- |
pertinent 10 the natural law-develops |
intellectual strength.
The old fashioned method Of begin !
ming at the root OF things at once and
unconsciously forming habits OF thought
and concentration at an age when the
childe mind is most receptive and the
memory most easily moulded and trained,
making study sort OF second nature
and learning q pleasure, Is undoubtedly
tho ono that Will render progress easiest
in the long run and bring results surest
and quickest. No ooddling or smoothing
out the difficulties in the way will ever
accomplish these ends: no fibre Is de-
veloped no strength put into the mind by
such methods, l am an absolute believer
in the Berkeley plan and always shall be,
that tho development OF power in the
Individual by the exercise and concen-
tration OF the students intellectual facul-
ties upon those subjects which have edu-
cational value and offer sufficient resist
ance In the correct educational point OF
view
Secondly. believe entirely too much
time Is wasted In an American boys edu-
cation In the first six or eight years OF
his schooling boy should he ready for
the secondary school at the age OF 10 or
4. wen trained. according 70 our present
standards. In rote memory and the habits
OF accuracy. He should bring with him
such results. acquired while gaining this
training. and above all he should bring a
sense OF duty and a familiarity with hard
work earned through six or eight years Of
practice. our present day method is TO
make school half play for the first eight
years. To require nothing that demands
hard work or develops the power OF con-
centratio or the willingness 20 undergo
drudgery. and then 20 plunge him into
the elements OF Latin, Greek. algebra and
English nj time when the best age for
such things Is past. when he necessarily
losthes the drudgery Of them and when.
as far as classics are concerned. the mere
shortness Of time prevents the ordinary
boy from reaching the point at which the
work ceases TO he drudgery and becomes
a study OF literature
1T was wise man who when ne missed
his train and friend said You didn't
run fast enough replied, Yes. I did; |
didn't start soon enough ! believe that
tho American how aily he
prepared for the secondary school at least
two years earlier than NJ present, and this
without strain 20 health or eyesight, with
out the loss OF anything OF value that he
gets now. and with the immense gain
mentally and morally Of that much more
time spent on tho benefits OF secondary
education and the advantages for those
who intend 10 enter college. Of better pre-
paredness and earlier admittsnce.'
mfr. Unger, what do you purpose TO do
with the boy who does not or cannot sue
coed in acquiring these mind training
studies?"
You have hit upon a very grave school
problem" answered Mr. Unger land one
| which ! take special delight in answering.
My sympathies are chiefly enlisted for this
sort OF hoy. In a great many schools he
is a sort OF educational waif and receives
just a. little attention as the school can
| conscientiously give him Just sure
such boy is mentally balanced Is he
capable Of acquiring an education. but
Just as an adult selects each his own spe-
cial vocation, largely matter OF choice, 80
/ the hoy even at n very early age shows
| special aptitudcs for certain things. Every
| boy should he allowed a certain margin
OF choice In the course OF study he is TO
pursue. The thing OF prime Importance is
that studies shall be made interesting to
the boy. There should always be in a
boys course OF study a happy mixture
] Of m rrcarrlbaI 80 pH ha
studies. and no harm is done In these
| cases, especially II the boy desires IT, to
\ allow him some Of the practical or util-
tartan studies. In this sense the school
should be made TO At the boy and not the
| boy the school You will note on page
| "a Of the Berkeley catalogue that we have
devised a number OF courses 10 meet the
| demands of Just such cases az we have
been discussing"
What are your theories on di.ct-
pline7" was the next question asked
This is your most important ques-
| ton. and one that the average school man
has and still fails 10 fully consider
lie admits that the student comes to
school to be taught, TO be fitted for
college and TO he trained for life This
he admits TO be the function OF the In
stitution, but he fails 10 realize that the
boy should bear his share OF the duties
and prerogatives OF school administration
steadying influence II exerts upon the
student body and because of tho wonder
! full return II brings to him. II Is not
a question OF doing the tcnchcr's work.
| hut rather n question OF working with
him and through him for a common and
far larger result. The wonderful broad
en,ng effect OF scheme OF school ad-
ministration whereby the student has a
share in the discipline OF the school Is
shown, where II has been tried most clear
| " IN the frightening OF the moral life
OF the boy. IN his sense OF responsibility,
his desire 10 observe the right and tho
strengthening OF high ideals and the
development OF character. The teacher
should not have 10 be n policeman and
he distracted with n thousand petty an
noyances which daily UNFIT his soul for
the higher work OF his life, nor should
the boy get the idea that II Ia his right
and privilege to foster annoyance and
disturbance Self-government Joined to
self discipline produces right leadership ;
l leadership involves responsibility respon-
slbility develops character and that Is,
after all. the chief purpose Of the school,
I am not prepared to say how far this
has been developed In Berkeley. but
-, o..,ro ,,ou TINT n iS going to he.