HARVARD MAN CRITICISES SCHOLASTIC RECORDS OF MEN FROM BOARDING SCHOOLS

The scholastic results attained at Harvard by graduates of private boarding schools have for the last few years been most unsatisfactory. This fact will certainly be endorsed by the College authorities, by the graduates of the schools now at College, and by the headmasters of these schools. In fact, one of the masters has recently been heard to remark that of his graduates in last year's Freshman class, 75 per cent, were on probation--not a very praiseworthy state of affairs even though the higher standard of scholarship now demanded by the College may account for a certain increase in this percentage. I have attempted below to give some reasons which have an influence in creating this unsatisfactory showing among private boarding school graduates.

College Not Taken Seriously

The boys from boarding school go to college as a matter of course. It is the natural and supposedly necessary thing for the son of rich parents to do so.

After the boy has entered and selected his courses there comes the all-important question what to "go in for." Practically every boarding school boy finds for himself some special interest, either athletics, a managerial job, or a position on a college publication. All this sort of thing is excellent in its place, but isn't it stressed too much?

Social Life is Diverting

Besides these college activities there are legions of other interests open to those who have money and the stamp of the private school. Dances, theatres, the hospitality of many hostesses, and the fellowship of a great number of pleasure-disposed undergraduate friends all tend to divert the student from his work.

What efforts are these schools making to instill in the minds of their students such an interest in their courses as will enable them to divide their energies at college in such a way that studies will more nearly approach the importance in their minds which the college is insisting they shall occupy? In my opinion they are making just about the same efforts along these lines as they were fifteen or twenty years ago, seeming unaware of, or indifferent to, the advances made in the art of teaching, advances which are every year gaining ground in hundreds of other schools throughout the country.

Better Teachers Better Students

No one will gainsay the statement that no great change in the average student's attitude towards work can be attained unless the major impetus be supplied by the teacher. Accordingly, to better the student it is necessary to better the teacher.

Other changes besides these are necessary in any boarding school which is striving to inspire its students with a real regard for their studies. No matter how improved the teaching may become, if the hearts and minds of the boys are primarily on the athletic field, the teacher finds himself badly handicapped. In other words, a better proportioned perspective towards studies would be greatly aided by attaching less prominence to sports and especially to interscholastic matches.

Prizes Would be Unnecessary

Again, with improved teaching methods in a school, the existence of rank lists and prizes would not be in line with the spirit of work; for, as things are, there is little doubt that the boys care much more for their marks than for the subjects they have studied.

I have tried to show some of the influences which, at college, keeps the boarding school graduate from gaining a proper perspective of his studies. I have also criticised the schools for their inability even to start those entering college with this perspective. . . . For, what will be the result if this attitude towards studies at school and college be allowed to continue?

It will mean that as the number of applicants for admission to Harvard continues to increase and the College through necessity continues to raise her standard of scholarship, the boarding school will be able to enter fewer and fewer men, and that those who do succeed in passing their entrance examinations will either soon be dropped out or stay in only because of laborious efforts, which, in most cases will be grudgingly made for the sake of being able to maintain a standing in athletics or other outside activities.

Blame Not Wholly on Schools

Of course the schools are not entirely to blame. Undoubtedly the College itself could make a greater effort to humanize its courses, and undoubtedly the parents could help by changing their attitude as to the comparative values of athletics, etc., and studies. Still, it is to be considered that the school has charge of the boys during their formative years, that they directly control their conduct and influence their character. As far as leadership, physical condition, and moral standards are concerned, they certainly succeed in developing fine boys, but when it comes to preparing their students for any sort of intellectual broadening or creating in them a real desire for knowledge, it is not to be denied that they are falling far short of the mark.