New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1914-08-16

Il IS here quoted, because It seems
to reject the ideal spirit Of which the
school is the material expression.
The avowed aim of the school is, TO
create a school where the arts anc
sciences, trades and culture are merged
IN the interests of human betterment.'
The RAYMOND Riordon School has its
home in three hundred acres of wood
land pasture, lake and farm. This
beautiful home is located 700 feet
above the Hudson, and distant jour
nev Of two hours and half from New
York. On this site at present are three
bungalows, a large modern hotel and
a half dozen good sized tents. In these
a summer camp is in full swing. At
the hotel are many guests.
The object Of having a hotel on the
grounds was 10 make closer the union
Of school and home and 20 make u
possible for parents 10 visit the sehool
whenever they desired TO do so. they
will be encouraged TO make long So
joUrns At the school, in order that they
NAV get in close touch with the spirit
Of the school and thus learn to have
closer sympathy with the ideals which
il upholds. 90,
Later the school plant, will have
a much larger equipment, and the en-
larged school home will possess the
unique characteristic of being the
work Of the boys own hands. A school
Louse, a shop and homes for the boys
are now being built. The schoolhouse
will be built Of logs with many great
omen freplaces and with hand-hewn
Iogging-all the result of steady, we'll
directed, muscular endeavor. Eaeh
homemade" house will contain lit
tie family Of three boys and each
house will contain living rooms, din
ing room, sleeping porch, dressing
room and bath. From foundation TO
roof every bit Of these houses will be
built by the boys themselves. The
dining room and kitchen is so planned
as 10 enable the boys TO COOK ther
own meals.
As RAYMOND Riordon, the school
leader, said: THE only way TO kno"
the real is 10 experience It. Seventeen
years work in public and private
schools. dealing with every phase or
the educational situation, from the
strictly intellectual through the socio-
Logical. and al all times along lines OF
nv swn venturesomeness and iniative.
has naturally brought me 10 very
definite conclusions. While the work
during all this time has been cor
receive in = general sense. 1t has been
nv aim TO get results through the
eommingling Of the intellectual with
the subnormal-even the abnormal
thus using the values Of contact and
seeding for a democracy. Such plan
I row believe 70 be proper for public
school. where the most varied ana
often extreme conditions must be met
IL a commonwealth is sincere. IT ~,
however, wrong for = private school,
which should on one hand be corrective
only: on the other IL must deal with
the intellect and is natural rehexes.
In the first instance you do the thing
for which the child is sent TO you; IN
the other instance your big opportunity
IS TO develop initiative and executive
ability. In either case the manual de-
veiopment Of the child is essentially
the same, though in the past some men
tai or conduct phase was usually the
dividing line between the academic and
the industrial. The establishing Of
standards which are to prove OF
permanent value must be part Of the
adolescent's training"
Psychologists tell US much about
production and consumption; only the
rare psychologist adds this deduction
that maximum economy Is possible