The sun. [volume] (New York [N.Y.]) 1833-1916, 1915-10-03

for young ana older boys and girls.
Each Of the schools since the found.
Ing OF the system. thirty years ago.
is under the direction of the same f,o-
ulty and inspired with the same Bar
nard IDEA. TO keep the development,
OF character and individuality OF ia,
student arace with the dcyclopmcu,
OF the brain. From the day the child
enters the kindergarten TO The d,y of
graduation to college or To the nv
sumption OF other duties she or he IS
encouraged to feel that friendly helm.
not stern command, is to be expectcd
from the teacher. This mutual under
. standing and cooperation lead to IN +,
greatest benefit and progress for t,,e
student. by considering how This
Aohcy is felt IN tho activities OF zach
school IL is possible to understand why
The barnard Idea" is year by year me-
coming u greater factor In the educa.
tional work OF New York city.
Inc school is under the direction of
william l.. Hazen, headmaster; Theo-
doro Edward Lyon, associate hpad.
Inaster' ana katharine ii. Davis. sec
Rotary.
The work, study and play plan"
that William Writ, the educational ,x-
pert. Introduced into the public schools
of New York has been used by tho
barnard School Tor Boys since it moved
1hree years ago to It's new building
at fleldston. overlooking the play
grounds of Van Cortland Park. at
'the terminus of the Broadway sub
way. West 2i2d street, The Barnard
School has the longer school day. a.
lending from . Al IN = M - NJ ~
the boy wishes TO remain so long. and
he dc 1:. Barnard School has the longer
School year, including SATURDAYS, If tine
boy wishes to come. and he do =. The
Humber of days is SO5, as compared WITH
zee, the present number ia the New
York public schools. Tho plan h..
worked wll. nu" half the boys who
viii enter coll"g" tnis fail from Barnard
accomplished a., college reIu. rvnirats
in three years instead OF the usual four
years. Economy Of lrh. has IA valu,
even when reeNoned in dollgrs AID
cents. IL has \ greater value Wnen
considered as = lesson learned by a
growing boy.
Thele is - place FOR an efficiency en-
.Gtneer In American schools. by means
a. one u, American boy can ovcrco ne
the lead of two years which the Euro
Iean boy mas ga ned In the course of
his education. The longer school day,
coupled win a louscr school ycit, wa.ch
prevails NJ Barnard. IL a valuable help
IN bringing tals about. a group OF Bar
hard boys took the Columbia eNamind-
tons In January last and brought nome
the report OF only two failures out of
twenty Nominations DIR. Charles l..
Dana, the ncugolC. list, has recently said
That the American boy is not Il tender
plant. This view has been borne out
,by our experience. Fly a wise supervision
owe work and play, We have found that
the day Of the Barnard boy may be very
fu'l. He thrives upon IL and is able to
-get INTO college In less than the usual
tine. What Is mote important nts
school activities prepare him for the
larger life, The greater Freedom that he
will meet Al college, purtr2 thc pas,
year an old Barnard boy was elected an
editor of the Harvard iompoor.
another one was elected an editor ~ the
DdilB PriH,c'oindH. This was made pJ,-
sible 10y the training they received a.
their preparatory school. TIE school is
a small. one. Every boy takes his patt
in the school life. Every boy mast
take his part because the number Is
limited and he is needed. Thci" * ma
entertaining OF the few at the expense
OF the many. This is rue whether II he
a ball game, a dramatic performance Or
a spelling match.
. Good results arise from a very close
personal touch between the schco'hpy
and his teacher. This Is particularly
true in "A smaller school such AS the
Barnard Schooi for Boys is. The classes
are small. avcrar ing ten. in some cases
less. Opportunity Is even to pay special
attention 20 the individual needs and
characteristics - the hoy. The fret
step Is to get the boy enthusiastic about
his work. TO got him Interested in hts
School, his studies hie teachers, The
hoy will then seek knowlcdre of his "
viii the teacher works IN his propcr
sphere. not by making minds according
10 his own idcns. hut by leading out the
students mind md THUG preserving the
boys individuality. The individuality #
the boy and tho personality of the
teacher are Important CONTRIBUTIONS.
o In the close personal touch hctwoen tie
hoy and the teacher at Barnard, they
are not forgotten.
: " is tn policy 81 the Barnard school
in the way of vno'tln"al guidance to
discover the particular bent shown by
each boy 10 his school life. In add
ton to this an effort WAS made just
before tho last Easter holiday
week to learn just whrt vocation
the Members Of ~" ~gradu7ti1g class
themselves had IN mi1d after the coll
lage curse, TIE school secured n post
lion for each hoy accordingly IN dow
town offices, that Ne Nigh see his life
tob in actual oucration. The Importers
and Traders National Bank. the let
ropolitan Life ami TIE SrN were among
those who c~uuperdtol with us along
this line. The boys spent their Easter
week by filing 'Ac'r positions with
marked enthusiasm. and giving glowing
reports OF tn ir work o. their return
TO school. They worked all the hl"df~
the rest of the year preparing for their
college entrance examinations.