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THE SUN, SATURDAY, OCTOBER tj, 1912.
THE' ADJUSTMENT OF
SCHOOL TO COLLEGE
New Epoch in Education
Colleges Will Work
Professor of Rhetoric,
Th nice" adjustment of the secondary
school to the college or university so that
s pupil may pass without undue waste of
tine and energy from one to the other
U one of the most complicated nnd iw
pleilns of educational problems. It is
hlte the task of so arranging the time
tables of a dozen intersecting railroads
that close connections at convenient
hours may be made at every junction.
On the one side are the many colleges,
each with its peculiar ideals and idiosyn
crasies and queer little traditions, on the
other side is the still greater number of
secondary bchools.each with its individual
standards and its sweeping concessions
to local needs. How can these jarring
elements be so combined as to form one
harmonious system of popular education?
The nature of the problem and the
progress that linn been mado toward its
solution will becomo clearer if one con
uor the various relations which it is
possible for the colleges and the high
schools to maintain to each other. They
would appear to b three in number.
1 irst. tlw colleges, claiming their ancient
prerogatives, may assume to dictate ar
bitrarily the terms upon which candidates
will be admitted to academic membership,
l-avitig it to the schools either to arrange
heir courses in accordance with the col
lv requirements or- to abnndon alto
Cther the work of preparation. Second,
th wliools may assert their right to
arrange their coursea as they think best
or .is their local conditions necessitate,
leaving it to the colleges to adjust their
re imrenraits to the actual preparation
oi 'lie entering students. Or, third, col
ii;p. and schools may come together on t
friendly kiwis and by cooperation, com
pronus" and adjustment of differences
arrive at a modus vivendi that is reason
ably fair to each, even if not entirely sat-
lfatory to either. As a in.it ter of fact
American educational institutions have
paced through the first of these stages
and now seem to be in the second, or
happily to havo entered upon tho third.
lh first type of relationship, that in
hich the college is dominant, is the
traditional one. The college as tho his
torical centre of learning and of culture,
as the recognized head of tho educational
srstem, was naturally long in control of
th situation. Its position was strategic.
Being wholly independent of the schools,
it mil Id set its own standards and dic
tate its requirements. The schools might
prepare, but whether their candidates
should be accepted or rejected was the
business of the college and of the college
alone. It is true that when requirements
for admission were under consideration
the Advice of the schoolmen was usually
sought by the university authorities,
hut it was with the tacit understanding
that when the oonferencs was at an end
the university would do precisely as it
phased and the schoolmen would have
to make the best of It. Kven In the Western
States, where the relations between
the high schools and the State univer
sities have always been peculiarly inti
mate, this attitude of the higher educa
tional institution toward the lower was
long accepted on both sides as natural,
normal and Inevitable. It wan the business
ef th university to make requirements,
it was the duty of the schools to accept
In course of time, however, the schools
reran) restless under college domination
and began to assert their right to a voice
In the framing of entrance requirements.
Many causes combined to bring about
this revulsion of feeling. One of them
a (n the Increase in the number and
importance to the community of tho
eeenndary schools. Another was the im
provement in the general standing of the
secondary teachers, leading to greater
independence of thought and a desire for
initiative. But the most potent cause
of all lias been the rapid growth of the
vocational Idea among the schools and
the hft-itatlon of the colleges to accept
th vnrational subjects as satisfying part
or their requirements for admission
It niav bo that tho schools were over-
farer m their clamor for tho recognition
nf tliom. subjects. It may.be that tho col
lets were properly cautious in with
holding credit for a new study until its
tali as a mental discipline had been
tii'.rougnly tested or until sorao con
toi ng course had been provided in the
college curriculum. However that may
the difference of opinion on this
r nt gave the secondary schoolmen
and those within the college who sym
ratt with them an occasion for revolt
and a centre about which to rally their
f'ioes Within tho last fow years the
""ndary party has grown increasingly
'"'d It has ventured to challenge tho
wlioi, scliemo of college entrance re
Tnrernents us out of harmony with tho
''iri'litinn that now prevail in tho sec
- one example among many it may
' mentioned that In 1010 the High School
'"a lK-is Association of New York City
Put Iih.'jwI the following protest:
We Imlievo that tho interests of the
Worm, boys and girls who annually attend
"io nineteen high schools of this city
'annot In. wisely and fully served under
present college entrance requirements.
ur eipprir-nro RePmB t0 pr0ve the exist
nce of a wide discrepancy between
Preparation for. Wo' and 'preparation
Is at Hand Schools and
in Harmony, but
Unler!ty of Michigan.
for college' as defined by college entrance
I have spoken of this movement an
a revolt of the school men, but it must
bo said in justice that their university
friends havo fairly outdone them. At
a meeting of the North Central Associa
tion of Colleges and Secondary Schools
held in Chicago last March President
Judson of the University of Chicago
used the following words:
"My notion is that wo shall got fonie
timotothe abolition of all specific require
ments for entrance to college.
The solution which seems to me'to be
coming is this: Any good collcgo will
enter the student who comes from any
good high school and give him the kind
of things he can do to advantage, and
if ho cannot do things to advantage there,
send him away. That is the simplest
solution of tho matter. It is not nt all
likely that first class high schools aro
not going to give their pupils the bent
training possible, and if a boy is old
enough to get through the high school
under the hands of good teachers he Is
old enough to go into a college and do
good work under the hands of other good
And at the same meeting I'residcnt
McVay of the University of North Dakota
went so far as to say: "It Is becoming
clearer to many men iu the Held of edu
cation that the logic of the situation
points to a material i-urrcndering of tho
control of the secondary curriculum to
the high school authorities, both in the
character and in the nmouih of the units
that ore prescriled."
The limit of tho movement for, as
somo might say, the reductio ad
absurdum) in this direction wns perhaps
attained last Bpring, when a meeting
of K'hool men was called in n Western
city for the purpose of inspecting a cer
tain university and passing judgment
upon its curriculum and tnethodx.
All movements of revolt, however, are
negative and transitional and are of
value only as they lead to something
constructive. In this instance, fortu
nately, it is apparent that the falling out
of faithful friends is only the prelude
to a renewal ot coinlal relations uiioii n
broader and sounder basi. 'lhero aie
many signs that both sides are coming
to realize the wisdom of a cooperative
union, where neither shall attemnt to
dictate terms to the other and where
both, by recognizing each other s Pecul
iar needs and ideals and limitations nnd
bv conceding when concession is neces
sary, shall attain to a mutual understand
Ihe truth is that tho col oces and the
schools, when we clear our eyes of preju
dice, ore indispensable parts of one educa
tional ixjuy oemcen wio inemuers n
which thero is tho most intlnmto and
vital relationship. Kach has u different
function to perform, but orm is Just as
necessary to tho life of tho bodv as the
other is. We might ns well talk of a living
head without a trunk or n living trunk
without a head as to speak of one of
these parts of the educational organ
ization as existing wnnoui ino otner.
As for the so-called "requirements ." thev
are, broadly speaking, simply state
ments or tno natural and vital connection
letween tho two indispensable members,
The indications that school and college
authorities are tending toward this more
organic view of their relations are mntiv
and unmistakablo, but they are different
in tho West from what they are in the
East owing to a striking difference in
methods of admission to college. Partly
by tradition, partly because of tem
perament, the Eastern colleges have
always inclined toward admission by
examination, whereas the Western in
stitutions, taking their cuo from the
University of Michigan, which followed
the (ierman syetem, have generally em
ployed tho method of certification.
The changes which may bo noticed in
the East, therefore, aro mainly changes
in tlio tnetnons ot examination, tit ttieso
by far the most important is tho adoption
at Harvard in 1011 of n new set of en
trance requirements especially designed
to bring that university into a closer
articulation with tho average secondary
school. In place of a series of detailed
examinations, the effect of which was to
impose upon the secondary schools
a rigid scheme of preparatory courses,
Harvard now requires an examination
of a broad and liberal character in only
four siibiects. of which KnclUh is tho
only on absolutely required, "flradua
tlon from a good general four year high
school In any State," says itesident
I'ritchett of Massachusetts Institute of
Technology in his comment upon the new
requirements, "adinitsdlrectly to Harvard
College, provided the applicant can
demonstrate in a reasonable, test that
ho has really done tho work which his
high school course covers," and ho re
marks elsewhere in the same article that
no ovent of recent years lias liml greater
significance than Harvard's adoption of
this new Holieme.
In tho West, where entrance examina
tions have virtually disappeared, tin. im
portant changes, aside from the general
acceptance of vocational subjects, have
naturally been in tho method or certifica
tion. Whether tho system of examinations
or the Hystem of accrediting will in the
long run be found tho better instrument
to tiri,ng about the desired ai ticillntion
of school nnd college is a question upon
which East and West will probably long
conditio to differ, it is worthy of remark,
however, tint whllo a certain form of
accrediting has mado headway in the
EiWt (oven Harvard now requlroa a de
tailed statement of thocaiididnto'ssohool
work nnd givim some weight to it) tho
West has shown no disKwitlon to return
to the method of examination, but Is
continually retreating further from It
l-'or tny part I find H impossible to agreo
vlth President Prltchetl 'when he wiys,
'11m college owes it to ltio!f und to iln
position In education to open its doors
to such a graduate (of any four yeor high
school) only when he has shown by
reasonable elementary tests that his work
In the high school has resulted in a train
imr which Ills him for this college studies."
The commission on accredited schools
has. I think, found a better way, nt least
one better adapted to the Western States.
It is true, as ho adds, that "to-day in tho
institutions that admit by certificate from
the four year high schools many moro
high school graduates are nccepte! than
ore really ready, " Hut precisely tho same
thing may be said of tho Institutions that
admit upon examination. I venture to
question whether n greater number of
unfit pupils have been admitted to the
leading State universities on certificate
than have been dexterously slipped into
tho examining universities bv expert
eivichos. Th percentage, nt any rate,
of unfit graduate who are held bad; by
conscientious principals -and without
the principal's pin-ith e nnd explicit recom
mendation no graduate is accepted
is probably just as high as the percentage
of unlit candidates rejected on examina
tion. In conclusion let me eny that no matter
how much progress !in been made in
one direction or another there h still
unlimited s:-ope for Improvement. Much
time nnd energy have been expended
in tint searHi for n universal formula
by which the relations of hlnh school
and university can be settled once for
all. Educators in both school and college
have assumed tlint if only the right sub
jects could be selected, if only tho right
number ot hours could be nigned to
each subject, if only n now method of
examination or accrediting or Inspection
could be discovered, the problem would
be sol veil ami the school authorities
could turn their attention to something
else. This, however, is a fallacious hope.
It mav be snfely asserted thut no such
formula will be discovered not at least
ne long as schools nnd colleges are alive
and in a healthy condition High schools
will forever lie compelled to adjust them
selves continually to changing environ
ments and powerful waves of popular
sentiment. Universities, if they are
worthy of the name, will forever be dis
contented with their curricula and th
preparation of thel- students. Malad
justments between high school nnd college
are bound to arise, and in these emer
gencies there must bo at hand trained
officials always on the alert to detect
signs of trouble ami npply n nibrieant
before the friction lint- Injured the educa
tional machinery. What especially needs
attention a: tho pros, nt time, at least
in the West, is the di-envery and training
of e.xpeit school inspectors broad
mindisf, courteous, tactful men. who in
scholarship will hold the inspect ot the
unlver-itv faculties and in knowledge
of lecomfary matters willhold the respect
of the schoolmen. Persons inus gilted
and equipped anil willing to remain in
tho service are hard to find and h"ii
found should command large salaries
When such a body of men is nt workev-ry-where,
medial. tig unremittingly between
school nnd college. Ihe dangers am) diffi
culties of the prcent situation will tend
rapidly to ili:il p-nr
Nen ork III.
THE HUM VOICE
Cultivation of Voice
ill ? Itii'in.. I .or 1 1 inn . I.cadiuv
1'iildie "ii enkm?
TREATMENT OF VOCAL DEFECTS
llrt-kinc, eak tun'. Mirt. Ilreith.
Ilarlinem Faleno nire, Impiiio 1,'iialif,
Limited ("ompaas, I'lintiKo In Krirl!er,
Clercvnian' Horn Tlirunt
REMOVAL OF IMPEDIMENTS OF SPEECH
Mammerini;, Slutterltlx, l.lailut;, Mi.ia.
liioillf llealta'lon, Indistinct rticiilatina
I'ntrona nnil pupils carefully prepared
for parlor, platform, pulpit, choir, concert,
atace and opera.
DR. ft. E. CLARKE, Director
Formerly Directeur lie l.i ecilone ocal".
do I'lnMltut elea I,anuuea Ktranperei., anil
Lyceum Dramatic ex-hoot, rue Trnnchet.
I'arla. France. 1. ate of Stelneri Hall, Uoe
Tlnrke'a Traeilcal Klocntlnn.
"Tha Human Voice In hons "
"Tha Speaklnu Voice "
"The. ('Aiue, and 'treatment of Vocal
"Voice Attribute (Volume, Comraaj.
O'lallty). Ilnvr Attnlnnble."
"Volrn ftulldlnc an Fxact Science "
"lleallne by Volr-o lluildins nnd Ita He-
markalile Flesulla "
LYCEUM VOCAL STUDIOS
4s i.ast mm it M itr.i;i.
Thona 7310 .Madison Squaie,.
Conservatory of Music
i r- nt the NATIONAL 4 ON.
A tree mi-k akhiv of mism
M, or AMi:itlTA. Mf Jean.
IVIUStcai nMtr M Thurher. Founder
pyltieatinri and Prrlrtenl, StIIM'l.i:.
education ih:.mahv i:amina.
TIONS In AM. HIIANCItnS nf MTSIC lor
Applicants of talent and without means
Natnrilai, Oct. I'j, from lo.fj, s4 I. M,
i:ntahllihrd for Ihe thorough etlurallnn
of serious .indents In music
AildrcsSr.tHi:TAHV.r.'oV 79th fit ,N V Cllj
T1X III It OF VIICAI. Ml.l
Never falls to hrlne resiiln Muillo riAremnnt
Hall. :s8l llroaduay. Kiitiauce on 113th at. l'hone
N. T. -OI.I.i:fiK OK MUSIC,
tats Kt r.rsth hi,
Arrllrallon for free and partial icholarihlpi
should ha made hetore S;pt
UUAllIi patsilam, N. T. 1 raining tehonl for
5uperTlsnrii nf if utle tn puhllo schools. Itoth saxes
Voice. Harmony, form, Har Tralnlnt, Slchl.llaf.
MStV JEKSKV llohoUen.
Far Beja aailVauni Maa.
P.iver S' hei flh nd nth "is llnhaU-n. V, .(
Reopen Sept. 16th, 1912
Rrcttlratlou lais Sept. Kill end loth.
Kiamlnatlnn fur acini Isslon Sept, 1 1, I 'J. la,
i ceirwH of study preparatory io tlnlversliles,
Collne, hehnols of .Science, Law and Meillclna
The rate of tuition Is 51V) per year
Far fllrla and Vetinf TTamsn,
franford, N. .1.
TJama achnol for girls, limited 10 S; special
aeurse domrsllo science Write for catalogue.
New Vork t it).
I.anguace Hod, Sues.
CDCUPH Lessons, renversallon, llieraiure, trans
rnCnull Uilons. Henri de Laflmle, 3MJ 7th Av,
NKW YORK New York CII7.
For I'.ojn nnd Younf Mm.
Y. Mo C. A. Classes g Men g Boys
Take advantage of our magnificent equipment
68 coursesy 5392 students last year
SEND TO NEAREST BRANCH FOR BOOKLET
I :i i c 11 n for I'nrrlrrners
free Itaml Dr lilt:
155 East 86th St.
OrnamcnMl Iron t)c-
Plan lleicllnsanil i:tl-
me tins 1
Tr If urai.hy
itlav anil I'.venlnci
w Inlcs i:nclnrf rln:
Day and Evening Commercial School
r nc e
CIMI Servl' J
Knf llh ter I'ortkncr'
r.imli.h 1 Iter.nure
5 West 125th St.
llenilnir A Ventllatlnc
1'lin llr.ulltiff and 1.5tl-
tihirlhand ami Tvpc-
Hsrlem 51 Io
(real Nerk. I,. I.
For Boji and Young Mea.
Qb .yi$ i roat'tnr j:w:STati.jTiiTCiTf
V:.fv.A, unbA 1 iNC'rv, l.i.
r it -
. i- norme h i itudtei
daily corapanionihip with men who underitand boyi.
Offer a bearding scliool training that aupplemtnta that of the home
only i Mini raow pennsYLvaniA station
.t.ll MlltK .Sen rk llj.
1 or llnlh Seie.
The Brown School of Tutoring
: : t FREDERIC L. BROWN, B. S Head Maater t t i
r Boarding and Day School, I all term epeni Oct. I. Enceptional succeu in preparing
pupils for schools ana colleges.
V One pupil at the time with the teacher.
Z Our pupils do thoroughly 2 to 3 )cars of regular school ork in one. Every pupil who
has entered the School with the purpose of going to college has accomplirhed that purpose.
ri Bright pupils not retarded hy claiser.
' HackJid and nervous pupils not embarrassed by class work.
, Perfectly equipped laboratories. Athl'tics. Gymnasium.
The Head Mcxtrr icclcomca personal interview:
A Minnl ii it mi aim splnn of iorh.
3it Tir.ST 7RIII STItri'l. , . . rtione olumt-o. i 4.
Ianclnt lloth Sexes.
MR. OSCAR DURYEA
Tuition in Aessthetics;
Dancing and Deportment.
SALONS DE DANSE, 47 VV. 72d St.
Also 555 and 557 West 182d Street
BALL-ROOM SUITES FOR RENTALS.
Telephone 0211 nnd 6212 ( olumbus
Lachmimd Conservatory of Music
L. M. HUBBARD, Director.
AI! Branches All Grades
Preparation for Concert or Opera
Pleasant home and chaperoHie for a limited number of out-of-town
students wishing to attend seabon of GRAND OPERA and
SYMPHONY CONCENTS while pursuing a course of music btuxiy
fti for Catalogue ,
ADDRESS 132 WEST 05TH STREET.
.Sen- Vork CM),
I'or llnlh Seies.
MISS CHAIRES SCHOOL
IIS Tlest Vlllll Slreel,
OfKN-AlK MOItk A SI'Ll III, ITATIItl:
uinderrarlen and I'llmary. Itoys ,nnl lilrla
from thire to ten yeais, TuiorlnrMid Afiernnnn
l'las.e laperarei Nanire ,sm. tj-I 'ijarln-i
QRYANT SCHOOL FOR STAM.MEt.lNO
lletiendabla traaimenl for speech liupe llmenls
Methods deMsed and used m-i evslullj hy h p'iv.
Irian lor many yeais. I- jamlfailoti nnd tntormi.
'lis TiraUa. Vt.r.K Uuaul, 1'ilnclinl, Hi West
J NEW TORR New York City. NEW YORK New Yark City. NEW YORK New York Cllj. (
I'or r.ojn nnil Youni Mtn. ' i'or fllrta and Yoong TVamaa. For Olrla nl Yoont Women.
Automobile hop A
read, ilay A cenlni:)
Multlirraph (tor boyi)
318 West 57th St. Columbus 7920
Civil Ken loo
Sirnocrephy A Type
willlnc East 149th S-t. and
St. Ann's Ave.
Kle. and Adv.
ence lluslneaa Preparatory
533 West 155th St.
trormerly SachiCollrclate lnitltutci
18-20 West 89th Street
Mml modern nchool building In city,
absolutely fireproof. Thorough prepara
tion for all college. Commercial depart
ment. Special mention paid In primary
Instruction. Clse limited la number.
Open air In.trui Hon. l.eon prepared
In xhunl. Afternoon recieallen il.e.
l'orly-art )car !esla Monday, October
7th. ill Ihe lemporar) iiiarier,
hilst i:mi avii.
Tor catalogue Address Pr Otto Koenlr.
77il Wot i:nd A. Tel. )llcr U3I.
lireat Nerk, I., i.
Tnr Tit j anil Youns Mrn.
Va1; Ttlar rniin!nn Cnhnnl
:uin vii.t vuuiiii.y uuiiuii
Worth invettisatinz in tlia intereita of your Doy
A ichool in which general culture ii not tactificed (or college
An exceptional opportunity tot tne ciiy ooy
under tne envirooment ot a counirr nose, ra
M.tV lOlllv Neir Vork rilr.
I'or Hoth Sens.
llant Ins Itntli seses.
.Sen otU (It),
l or lint Is Scses.
VeretADshloi u. in nuil nci s.Mnin
i iiiii-ii ..iaii. .-scnooi cir
.vri i lnii e N
I planaluiy h.nol.lri Iit riirrrsiiiidi-ni-e i-.hii-i.c-rlicn
WAVII'.ll lur the Mce, per'naiictii imsillori
pailne I'M per Kirk, innsult i-nnlrnrl dept. any
day or Monday, Wednesdayanil 1 rldyeiulni,
I AVLOll ii, ills W hi Uil St.
DE LANCEY SCHOOL FOR GIRLS
301 West 98th Street, Corner West End Avenue.
33rd Yaar Bagina October lit.
Elamantary, High School and CoIIaga Preparatory.
A School for the Careful Education of Cirla and tha Cultivation of the
Higher Qualitiea of Self-Reliant Womanhood.
Year Book on Application.
I'or Doya and Young Stem.
At Aotual Coat of Teaching 3
Profeaslofial, Pre pa rata ry, 3
eemnurtla'. Staatfrrvkfc. CXIae '
hcnt' rraaaratory Cramniar Braaaa.
., CmrTM ratal a Unralc
Tearia-3tiam EfutmrrlrL Plum.
inc. irrlelty. Plea N4ing and
a? btlnuttfff. DnfttM Saaartta. Infut-
- trial eumlaoj. LaenaVy eHmlatry.
SC Lanouagaa Pieatlt 8ctiii,8h
Cr Ian, EnMh af Ml Oraeaa. eiKutton.
t: Oeoaetfra, glaa CTaa. PaaaWay, ala.
S: Sand for Cataloga
t 23rd 8treet Y. M. C. A
C: 212 V. 23rd St. Chelsea 1984
HKOrENS OCT. 'J.
Limited to larati Stuilentt.
SUCCESSFUL TUT0RINQ SYSTEM
Keputatlon not onlv for unuioial turcesn In puttlne
b.t In i-ollece. but aWo for their reneral Jcccst
ulilte la cnllcrr An approieti ttitorlnir hystem,
built on tclcjitir.c methml InvoUlnir careful Mci!v
of ihe iieeil nnit requlii-rtent ,of ihe lnilllitiial
iti'ieni Miiniiiiu or tuiniK uiioii in mall clawi.
of two io four Mudi-nts and uhercer llecc'.hl
or dlhle. Hie Iiull Meal Instruction am) pcr-M-r.il
Inrtucr-ci of a 5e;mrnlc luicir In each cour-e.
ho h h Mcl.-il!st hi Ihal course. Thoroitehlv
rnulptieil lihor.it. irlrt ath11.'e. anil cj mn.if linn
iHUMiiitc.i t-3.iiosuc on u-quei. i'ltone
204 Central fnrL el
Ileintn Mllh nnil tMlth Street..
;ud si. and r.ir i:nd am.
'rrom rrlmnry to tollege"
Treparea Roja Tboronsblf
for all ( olleges and Technical Schools
All light rooms. Individual Instruction. .Sire
nf clastes limited. Military Drill toptlonali.
Library, (iymnaslum. Athletics under ex
perienced trainer. Afternoon recreation class
for joungrr boys. Separate building for
primary and Junior classes: boys a to 12. ;no
llraduates hae entered college.
llluSiftt'tiS CctalvQut cpou appl'eetltjv
Cad sear beslna Sept. 23
Headmaster at .School erer.r morning.
r.nio'ed ITIK. New Flri-ironf llutldlns.
inn Ml, AMI t'l Mil A I, I'AltK ttl.SI,
SiHvlel end succcbftul preparation for t'ot.t Kt-
niA, roiiNKi.u hakvahh. piunci'.ti)N.
VAi.f nnu other Colt-stes fl!M, IlL'SINI-KS
illfltSi: PHIMAIl CLASSES. Uboatolk,
(ivii.it sttiir.i, ,'tldetle l leld
tklli'ikini: :i?; iiivntsini:
A 1 ' iVarren, Ite.tdma-
l . i i V il Ii v i ,t , ,-,i
rtfis prepared for the (olleges and Scien
tific tarnonlY Prlmars department. Modern
I srhool bulldlnir. nell-equlppeu omnailuai.
4 a7lh sear begin. October I,
L. U. RAY. 31 W. 84TH ST.
inovs ritoM .- in so. ai.i, i.i.i-ahiii:.st.s
ISO fiiadualcs Have Mniered l.nllcce.
No home sludy for boys under nfieen.
iicliool i.ow open. 'l'hone mi Jsenuyler
i Heal I'erhiuinl Ailrnllon to L.ich Pupil.
FHOM Ki.m iiiiAitu.N iu ii.i.i:iir.
UJUII IIIMIHLH AMI f.t.TV (IIIAUUATLh
, iiavi'i:.sti:iii:i) roi.i.i:ui:.
UlLTINO l 'LASH I S, liMINAHIt'M, ATHI.LTI0
i iii:t.i. ui:ii'i:.s oci. im,
ill KASI' .'.lllll SI,
i The 21st Year of
Hamilton Institute for Boys
iv liL.M L.Ml AMI., h. ' Co of aimot.
I I o.re and Comine-clal l ena atlon.
l-'or Uo3 antl ntuis Mrn,
Tarrytown-on-Hudson, N. Y.
Tnenly.dse miles fiom ; rrk, In the
beautiful, hlsiorlo "IrUiiK" country. 7ath
jenr 31 seais under rre.eni Head
VlAKter New site and Milldlrurs. lli.
I iri'iT, nn no iuuri;ri. nun in I'liii q
schools. liiillMih.nl es veil as rim.). In.
ilrucllon Allilelle lleld NMlminliu;
rooi .-.civ liymnasiuni nauy tins i nil
,jM. FURMAH, ..M., Htad Muier, B 800 J
ler Itosa and Vounr Men.
. uj CAtauiftu. u.,it. ine nui.iu,":uueuL
I DII.Ml ,U.L.U.-IIUl)MO.N, -r.
.New Varl. tlly.
Ilanclng llutli Setea,
MR. GEORGE W. WALLACE'S
f-fllOOl, lllll 'll.CHM0.il, IIANl'tNli.
Miction Hall Hotel, ttsth at. and IV.ay,i
Class ami prliaie lultlou, aee catalofua.
Clastea for Small Boyi.
Tel. 4129 River.
The Veltin School
GENERAL COURSE AND
UNUSUAL ADVANTAGES IN
FRENCH IN EVERY GRADE
Number of pupils limited to twelve
in each class. Fireproof school
building, thoroughly equipped.
160 AND 162 W. 74th ST, N. Y.
Connecting with & Including 180 W. 73d St.
Day and Evening Classes
Beginning September 23
Stenography nnd Typowritins;,
Dresnmakinc, Millinery, Cooking,
English, Art, Klocution, Mandolin
nnd Guitar, Literary Club, Ite.itl
Wcll-cquippcd Kytnnniiiin for
women nnd wirls. Drills, l'aiif.7
Stcp, Gnntpi, Hiisket Pnll.
Harlem Y.W.C.A., 74 W. I24tii St.
Lemcke's Cooking Schcoi
QUR SERVICE a 10 ap.
preciatcd by our nany
pupils, that we had to move
to larncr'quartcr. Our rchoa!
will move to
ZG West 94th Street
i.vmu. in it.iiist;
VISS ' .innounr"- thM
l.reK-'l tit Uj. i.a.t Jail i.. u-opm o.l .Id
Hoarding tmnlls from II to :i ears ot ace. Day
pupils fiotn a in 'M senrv
i .1 n si M.I M. I mr il t'arn . i
A lhor-jviclil e il,iocd. lorn! estahll -!i-iU riud.
College i-rril'liaics i'lse, for Ii Ucbij..
TKESEMPLE wikVof wnS
it.iiitllriirA'id IM r-irr-.iwl foi tiirls, I'olieje Pie
aarmry. Special clise. Music. Sot la I life.
int. ; WHIM II SI IKIOI..
j I'ifili a sr.
Day and lion rilln c SehcHd for lilrl. f.Tlh sear.
Itegular and special curses. Pot-graduate
(dure courfro In Dra-iia. Opera, tmciolpgy, etc.
KAI,Kllli:.N"Cl.tlMilns learher "ilsdyi "for
nertous, backward ihtldien: rccoiiimi-iiucd bjf
pnyx.cians, I.J ti boa lut .uu utuie.
I or Olrls and Young Woman.
THE CASTLE SCHOOL
Miss Mason's Suburban School;,
Nets- Vork ril.
Lexington Ave. & 35th St.
Monday. Wednciday and niday r mines,
lonimerilal and Klenocratihlc loutses.
Indlildual Instiucil'in Send fiirprospcclus.
No Solli Mors.
Special Classes In lllchcr reonnl
Ins, Audtllna and tmnnierrlal I -an
Will 4iiinmence ssednesda lisenlnv,
Oi tuber 'J, .Number Limited. Ileitis.
ivfiting, rcmaiantnip, cull itrv.c
tad Acideaic trnuriatrnta,
Diy and ttventni te.jictie.
Call or write lor Catalcruc.
-1 - - i
HBI IEIO Ilay and Kienlnr riesslona.
II KB It P Positions tiusraiiired.
alllNllki af im .Nassau M , .N, V.
misiNTSHM ifoota?v st.
Individual Insiruetlo-i day, even's;.
l.nA..n 1 1,, nn dIii. ii I 111 prtlinl,.
InUlliruUil J;ij"jr Vll ?U1lh,'at
til I it Buslnsia Institute. Hraidwa i 72d St.
IlulWOIln Stenognphr. oaskerplng. Stcratarlal
1 Course, Clv.t $t rvlce Ntw utilo i readr
N nrl flty.
Llocittlon Until heics.
York Fchool of Expression
1 . Jt, ( . A .lie. ssrsi r.,in rsi.
Daily i las.cs l s!u irlber Ith. olee defecti
cured: l.l.icuilon, l)iator, i:alcmporanus
spcaiilnr: lramai t'li oic-ul culture: .Saturday
i lasses for uachcrs aud hlu Ucliuol btudaala.
larrl'Hn-iuilludson. .Neir ,nrK .
t'pper bt-hool for girls over 12 and young I
ladles. Ixmer School for lllll" clrls nn. I
del i;, C'lly Annes, European Annrx. All ad. I
lantages. tleautlful environment, l ertlfl. I
ate admits to leAdlnc colleges. Athletic I
t'( Id and cs nuiAsltun, l-'orcatalocuesaddress I
M IrsS I . I.. MASON, LI..M., Lock lint