New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1914-09-13
THE BROWN SCHOOL OF TUTORING

THE BROWN SCHOOL VI IL lOhINH
In considering the value of q school,
several elements must be taken into
consideration. For instance, age q
the school. number Of instructors. to-
gether with their experience ard per-
sonality. the especial practical success
OF the school i'm the field when Il $
supposed TO cover ard any ports q
excellence which aic the peculiar
property Of that school all OF these
elements must he .ahen into account.
The application OF this kind Of an
examination to Tie Brown School o.
Tutoring. is test that this school
would welcome gladly. The nrncl-
pal, Frederick / r. Roy Brown, GaGaH
the work Of this school when Somt
seven wears AGO re devoted his sam
mer time to individual instruction
along the New JecscJ coast ana on
Long Island.
In the winter Mr.. Brown was sue
cessively associated with several well
Known private schools in New YORK
City. Eventually pressure was brougn-
to bear On Mr.. Brown to continue ms
tutoring work during the regular
school year and to arrange to have It
done in New York City.
In response to this pressure. IN the
fall Of 1910, Mr.. Brown opened the
Brown School Of Tutoring.
Since tutoring is beat done by eXpc-
rienced teachers, and since il can never
be properly carried out by tyros, it
was necessary for Mr.. Brown to sur
! round himself with men well fitted for
the work he had projected. In doing
this he was subject to a species Of en-
/ barrassment of riches, as there are many
/ teachers from which to choose. But he
/ had the opportunity to secure the best.
/ In consequence there are fifteen eff
( cient men connected with this school;
/ each man is proficient in his subjects,
and most of them are past masters in
teaching large range of subjects.
Since the supply of teachers is practi-
cally unlimited, Mr. Brown was able TO
try out men until he found those who
possess not only ripe scholarship, sbil-
ity to instruct, thorough uprightness
Of character, but also more or less o.
the tact necessary TO secure co-opera-
ton between pupil and teacher.
AN inquiry has proved that a very
high percentage of the pupils of the
Brown School is successful in passing
college entrance examinations, and
their subsequent careers show that MOI
n single pupil has been dropped from
college rolls because of lack Of pr2pa-
ration before entering college.
II is almost past belief that 50 great
AT amount of work can be done in
I school in so short q time. ] had an
opportunity of conversing with young
man at the Brown School who is about
to enter leading university. He en-
tered the school last September, hav-
ing been out Of school for more than
five years, and then being in a lower
grade. 1t was necessary for this man
to do the equivalent Of four years of
work in an ordinary school, a task
seemingly impossible, in one year. But
the young man has done this, and also
some extra work, TO give himself a
further degree Of culture. He speci-
fed 20 me that he did work necessary
| Tor college entrance. which he has
r,ade, in two histories, English litera-
tuYe. physics. chemistry, algebra, plane
geometry and German, and also thor
I odgh review of arithmetic and some
elementary psychology. or all these
! subjects arithmetic and German arc
/ the only ones Of which he hGJ any
/ knowledge year ago.
/ The progress Of this school is shown
! clearly by its needing more room. The
I Brown School began its regular work
four years ago in one large room. In
/ less than a year it was necessary TO
have more rooms. and the school was
moved 10 West 10Th ST., where it occu-
pied the top floor, the others being the
/ residence Of the principal and his fam
I ily. In another year it became ncces-
sary to have more rooms, as there was
need for an increasing number OF
teachers. which had risen from three
or four to twice as many. Accordingly
rooms in o house in another stree
we're used. But the school still grew,
and now Mr. Brown has found II neceS-
sary 10 remove his family from the
former school building. giving up this
house entirely to school work. Hence,
there are now three floors devoted to
tho work of the school, with the prin
cipal's office. In the adjoining apart
mont house are quarters for not only
the principals family, but for younG
boys and for girls. 1t has become nee
cssary to provide a place for the