New-York tribune., 1920-09-12
The Country School Under
Private Auspices
Day Institutions Give Children Benefits of Careful
Education and Parental Association
at the Same Time

the reverse of the situation--loss of
interest, Of incentive, Of initiative;
desire to lean ON the instructor, to be
dragged along.
Outside the classroom lie even
greater questions. In q large atmos-
phere, where the quiet individual is
submerged, many fine personalities lose
their identity. Others, mot quite ready
to stand upon their own feet, succumb
to the less wholesome influences bound
to be present in any large group.
Where, on the contrary, the numbers
are too small, an aggressive youth is
likely to acquire very much exag-
gerated idea of his Importance, or the
capable youth to lack full opportunity
for the exercise of his powers.
Don't Accept Generalities
If only parents would cease to accept
what every one says" about schools
and would learn to challenge generali-
cations with the facts about particular
"every capable child should 60 to COL
lege"; or that "all city youth should
60 to boarding school'-there would be
fewer tragedies in schooling. 1t simply
Is not true that it is best for any quail
ified youth to 60 to college, or to
boarding school, or to day school, or
to public school, or to private school.
Only as we study individual needs and
try to find the circumstances to meet
them shall we be doing the best for
our children.
One other phase Of the boarding
school problem as it confronts parents
is the question Of how young a child
may wisely be intrusted to others. This
article has thus far dealt only with
secondary schools-those which receive
stYdents Of high school age. There are
very few boarding schools which,
specializing with the young, do excel
lent work. This, however, is far the
most difficult field Of education, and
pert and sympathetic infinite harm
may be done.
i we'll remember once seeing in the
making an anarchist. 1t was a Sunday
evening in school for smaller boys.
After service the line, with teacher
present, was passing off to the dormi-
tory. Standing to one side was an
appointed monitor" lad whose whole
bearing spoke the prig. He probably
never YER, violated rules or "did any harm
at all'-just a negatively virtuous and
superior character, Boyishly, one Of
those in line, poked from behind,
passed it on to the fellow in front"
j., "A demerit for you, Taylor" cried
the monitor, and put it down in his
| AltCle DOOk.
never will forget the Indignation
shat flashed from Taylor His whole
being resented the authority of this
entirely proper fellow, and must con-
Tess that shared his feelings. Here
was so-called self-government which
was purely espionage. This monitor,
CHOSEN by the teacher, had it within
ms power to give actual punishment.
FOR that demerit, Taylor would have
TO spend part of his play time walking
20 and from a given point. If he had
NAG share in electing his monitor,
or a chance to defend himself. the
story would be different On the face
OF 1t, however, the whole incident was
Dad' very bad, and if the system still
OBTAINS, that is no atmosphere for the
fed-olooded young American.
Little" Things Are Important
Such seemingly "little" things as
these have so large bearing on the
formation OF character in younger
children that the skill necessary in
their handling seems most rare, and is
so. Only compelling circumstances
should cause capable parents to send
smaller boys and girls to boarding;
school, and then the environment
should be most carefully studied.
Only the ardent desire to put into
the lives Of our boys and girls some
Shlng they may not get while sharing
nome joys and responsibilities raises
the question at all.
In 1897 a group of parents in Bal
fimoree, who had been observing the
growth OF the boarding school and
Ieeling the absence during the year Of
sne trends and playmates of their own
They made up their minds that the
country life, the close association. the
nne educational leadership and the stu
dent activities of the great BOARDING
schools could be made available to
n"ys and girls who continue to give
the home the joy and the help of their
presence. They decided to work for
s sGose virtues OF homo training which
much of it's influence.
Under the leadership of Mrs. Eliza
oeth carey, of Charles Bonaparte, At
tofney General under President Roosc-
veIt, and Of President Gilman of Johns
hopkins. they established the frst
nCountry Day School" in America.
subsequently called the "Gilman Coun-
try School, this has become one of The
foremost American schools for bows
ana may De taken as an example of
type which has since sprung up out
side our great cities to the number of
seventy-fve or more. New York alone
has four--in order Of their establish
ment. Rive rdale, Barnard, Horace Mann
and "Poly PreD"-all for boys.
Have Plenty of Time at Home
Gilman has some seventy-five acres
in the Roland Park district Of Balti-
Tmore. Here great playing fields have
been made and beautiful BUILDINGS
erected. The boys are at school ali
day. Their lessons over at 2:3O. thew
then spend the afternoon ct play in the
open. in student activities or in pursuit
OF country life. They reach home at
and have meals and intercourse with
their families. Some, whose houses are
inaccessible, remain at the school for
the week aRd have just Sundays at
nome, when intercourse with parents
is IN any event most common. That
intellectual, social and community
fellowship which most thoughtful
parents yearn to have with their chill
dren is thus given scope which must
be lacking when boys and girls arc
nome for only brief vacations during
the school year.
The student at the country dav
school. while living at home, thus du-
piicates in almost all respects the ex-
per'ence Of the boarding school. There
are the country surroundings, superior
| teaching facilities