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

yet II Is better that boys from the age
of IL to that Of IS should be instructed
by men. The male mind is something
different from that Of the woman. And
II is a man who from the cast OF his
mind and from his experience can bet
ter instruct and guide the adolescent
Of his own sex. For the boarding
school the master should be a college
man. The great majority Of these boys
are going to enter college and the
standards Of scholarship are naturally
higher when the teachers are college
graduates. They should have had the
benefit OF study In . teachers college
or educational department Of a univer-
sity as we'll. That Is where the English
public school men are mistaken. They
do not realize that teaching Is science.
They regard II simply as natural gift.
They make up for 1t In part by sending
their best scholars into teaching. II is
there where we fall short and where
Improvement Is greatly needed. We
ought to have men who are not only
teachers but also scholars. Then we
shall send to the colleges men who will
form a class of scholars who will rank
with the body OF scholars Of an English
or a continental university.
Inc IndSttT u tniS cehoVi ChOeaN w
an athlete as well as a scholar-an ac-
complished athlete II possible. And yet
because our athletics are still undemo-
cratic. dnasmuch as we train only a
small class OF highly developed special
lists in the different games. we may have
to be satisfied for some time 10 come
with a general interest In games on the
part OF the master.
.Azlo ts Of tha mora I'M
portant, and yet there " no reason why
under a proper system Of athletics the
man should not be an athlete as well.
The plan which has now been adopted
BY Andover and Is 70 be tried by the
freshman dormitories OF Harvard this
year, Of getting all the students 10 take
part in games, and selecting from this
great body the most expert for the rep
resentative teams. Is full OF promise for
| the building UP OF high standard OF
general excellence in sports
The master whom We contemplate
must be a man Of deep personal relg-
lous life. II he Is member Of the
church with which the school IL con-
| nected, and nearly all these schools are
affiliated, more or less closely. with come
! denomination. 60 much the better. FOR
he can then work the more enthusiast
csally with the system. But the chief
| point Ia that ne should care for the
| things OF the spirit. or all the qualities
| that go TO make up a teacher, patience
under difficulties. courage, intellectual
ability, moral principle, personal conse-
Grafton, the last Is by far the most ef-
fective. II may be seldom mentioned
hut where II exists II Is felt by boys
who are sensitive beings. and influences
them as nothing else can.
He who would become n master must
| be, lastly, a lover Of boys. Not a senu-
mental lover, nothing could be worse
but one who sympathlzes with boys IN
all the varied activities and experiences
| OF their lives. who likes 10 be with them
I and talk with them and get their point
| OF view: one whose constant aim and
| desire Is to Undue them with wholes6me
and high ideals OF life,
The boarding school affords great
! field for men who have In some measure
these qualifications that are here de-
scribed. 1t offers in many cases fair
| remuneration for their services. II
! ought 10 hold out the promise OF pom
sion for the teacher in his old age. In
some cases Il provides this now. II
must Increasingly md means TO do so.
It Is an amazingly interesting life
that Of the teacher in boarding school
dealing, as II does, with characters tina
are plastic and responsive. II Is ful
Of perplexities and disappointments II
calls for self-obligation and sacrifice
But II finds a rich reward in the usefu
lives Of those to whom It has given IT.
self and in their friendships, which art
"a permanent possession.