The sun. [volume] (New York [N.Y.]) 1833-1916, 1915-10-31

tat the results were insipid. Every
boy has something better han his every
day experience and responds to the
suggestion that he has.
Perhaps to-day there is too much EN-
phasis upon curricula and upon methods.
We didn't fall In love with cu%rricula,
with courses of study. but we did with
subjects. II we love a subject and pur.
sue 1t 1t will ave to overflow. AT the
end of zach period there ought to be 50
much obviously repressed that the boys
feel that you leave the room to go right
on with the subject. That Is the way.
and the only way. to impart the spirit OF
scholarship.
IN there u one loss TO this country
more terrible than another because OF
the icdr 10 Is our loss OF respect for Ger
man scholarship. This Is truly tragic,
for the German scholar LOVES his subject
so much that trherepcr nc Is hc must 90
on tcith IL. The English scholar seems
10 delight IN pretending TO be amateur;
there is euen a liftic Jtt OF brduddo in
his attitude. The German, holccrer,
shors on cucry hand his love Of scholar
ship and the pursuit Of IL. out Of this
enthusiasm he tmpdrts his knorled1o. I
hope Nth all my heart that the teachers
in our country UiU not. because OF the
serious mistakes Of the Germans IN this
uuF w "' ob"y gfOfs Wv ~ '''' 49,
Of scholarship.
at mus: be a comforting thought to
us in closing that ours Is almost the only
profession which society has not pro-
posed to do without. Bernard shaw has
suggested that we do away with doc
tors: many OF us are quite content
to get along without lawyers. and some
of us even manage to isi ense with the
clergy every one, however. looks to us
snr tho iy,ulCatinn nf tho idnl of true
scholarship. and this is indispensable
In the progress of the world. Herein
lies the great possibility OF teaching"
The foregoing IL a very imperfect
digest Of I~of. Erskire's address. His
thesis was most cordially received. II
was so full of depth that the discussion
was hesitant, however. and far from
being as spontaneous as usual.
L. Mlckey. Superintendent of School
of Trenton. ". j.. In expressing cordial
sympathy with Prof. Erskine's stand
point wondered whether our courses
liberate us az they should to develop
scholarship whether We are not being
made conformists rather than nom
conformists. W must strive he
said. TO preserve the Integrity OF our
individuality TO cling to the ideal OF
growth In scholarship
pr. Simon Mcpherson, headmaster OF
L~awrenceville School. at Lawrence
vile. y. j., asked Prof ErskIne The
relation of the administrators to The
preservation OF the scholarly ideal.
Prof. Erskine replied that he realizes
how great is the self-sacrifce OF the adj
ministrator. especially the administr4tor
who is obliged to give up the work OF
the class room. He can, how ver, pro-
'rct the teacher from detail, and thus
help preserve the ~ olarly spirit. He
can also do an mnens amount of pr
sonal inspiration IN his own scholarly
! growth. Perhaps the most efficient adj
m.nistrator | know" said Prof. Err
sbine. says very little but he leads his
scholarly pursuit. lie ncglects none Of
the details OF his work apparently,
and yet he always Is the scholar
Wilson Farrand. headmas:er Of New
ark Academy. said that there is no
question of agreement among teachers
that the gr,a at possibility for useful
ness I'm the profession lies in true enthu-
slasm for the subject. He reminded tn
group t. a pr. Arnold never would
permit his studeDts, as he put II. 30
drink from a staguau' pool rather than
"A bubbling spring on IN" other hand
there is a tendency 10 pedantry. W,
must recognize not only the enthusiasm
for the subject. but as well the enthu-
s!asm for the student.
Prof. Ersklne reiterated that the finest
Example OF the true spirit of scholarship
is the German teacher with his terrific
love of the truth in hls subject. Thi'
very love makes i'm a good teacher
lie must impart what he believes to b'
the truth.
ON the other hand. what we otter
think OF as enthusiasm for the student
beg Is something far from scholarship
The finest enthusiasm for the student
, hnds It's expression in the doubt which
Will arise In Your own mine as L
: whether you are teaching your studenl'
the truth. THAT doubt makes for schoI
arShip."
Asked whether productive scholarship
7, Is not likely TO be carried to excess am
: To interfere with a mans ~relationsh'l
to his students, Prof, Erskine replied
that the scholar with vitality enough
= will want to reach a larger public tina
: Just his students, and that he will man
age TO do this without In any wa.
, falling to impart to his students his owl
! love of scholarship.
e i. u. Wen Of the Harlem Preparation.
| School maintained that American boy
have ideals, but that they are Yer
, different from the ideals of German boy
In the matter of scholarship becaus
u there is the fundamental difference /
. liit Ill'l'lltt lA'AiE HlN'' N'''F ''g'
y Scholarship. for example. is rarely tn
!" attraction that draws the American DO
I" 10 college. His object will more likel
: be the attainment Of a useful, practice
y way of entering lie, lie Will ask of
: subject How much Is there In II f.
II me- The German student, on the othe
hand, will think his literature, for eX
\ ample, Is the FIRST ana last thing In lf'
The reason for the American boy
point of view IS simple enough. Gu
nation Is In the melting pot We are nc
Cd enough FIR the other point OF view
Perhaps the finest INC engagement In on
profession, however. lies in the Tax
thai we may constantly emphasize III
things that are immortal. Enthusiast
for this standpoint requires time. Whe
we maintain that teachers need time I
dream we are not understood, but
point Of fact this is the principal rcaso
why teaching here is not better, W
work too hard.
Edward j. Mcnamara. Eastern Dir
tr!ct High School. expressed the belle
that BOYS need more than scholarship
they must nave discipline and charact'
training. Indulgence in scholarship. q
the other hand, often means talk
above the heads Of the students.
Prof Ersklno argued that true scholaI
ship carries with II the big things
character. ANY vision of n subject
n said, "impIies a human RELATIONSHIP
Boys nave the right to see that a teach'
IL n student. They have a right tn kno
from his presentation of the subject thi
he studies many more hours than !
teaches. From this they VIII gather no
much worth while Is the search for Il