The Bridgeport evening farmer., 1914-04-29
By Brother Barnabas Superintendent of Lincoln Horticultural School, LIn- coindaIe, N. N.

..Tbe fopfc on which have been
 asked to speak today is one srnaI ms
 been very close to my heart TOT TOT gz,L anslIly
 years It has been my good fortune fo have lleen able to devote practically
 nv entire active life in the interests
 Of bows. and while will endeavor Eto explain the methods we use in dez veloping individuality in boys, al ! could say to you would not bring nome ff,es matter as clearly nor as signin : cantIv as an entire day, or even an outing spent in association with the Isboys at Lfncolnda1e- l am to spsaA to you of our own way of handling boys
 1 KNOWS ALL KINDS.
 "1 have had charge not only of the boy known as the Institution type, put have also been associated with *.poys .fs naroehiaI school work, but I nave found that where the method is put into practice, a ready response comes from all our young cnarses- H handling boys, the first principle we
 should observe is personal assoclaGion with our charge We cannot reach a boy in a crowd, but must single him iout and find out all about him. He must he Tom this, or John or Peter that to us We must make him feel that he is personally an important in- ldividuaI and that our purpose is to
 
 ssIn institutional care, therefore, we end eayor first Of all to find out ev- erything possible about the boy phys- Iically, mentally and morally, because we surely cannot start to develop character until we have discovered not only his good points, but his short Icornings as we'll We may find him, to begin with, physically below par, and so will endeavor to stra1ghten out that | trouble by consultation with our physf- %f,nr h. Iy, especially with regard to his eyes, ears, nose and throat. Many of the 1 ills in children can be traced to such 1 troubles The boy, too, may have been soN poorly nourished as to be totally unambitfous to exert l bimself and we know that of all help Hess creatures, the boy without snap, 1 20 and ginger in him is surely one of 1 these The first energies therefore, are to build up the boy so as to oe l as nearly normal as we possibly can l make him, and then we may start to develon him mentally and morally.
 You see, we place such emphasis on I the physical well being Of the child,
 because, after aI,s that is the foun- dation stone on which to develop the l individual into a normal boy.
 SMALL GLASSES BEST.
 1 .1n. placing the boy in the class lroom, we endeavor to grade. him ac- cording to what he actually knows, and make the classes small in mum Der as possible, then see to 1t that each boy understands what he is be ling taught. We make no pretense Of teaching advanced studies, but insist that the boy learn the fundamentals 1 of reading, writing, spelling, ordinary lcomposition, arithmetic, United States 1 history and geography. We feel that l five give a good solid drilling in these, that we have done justice to the boys entrusted to us
 l Now. what about environment. This lis what we rely greatly in the development of the boy. The one best
 Homes the ideal environment, we know | is the home presided over by the good father and mother, the natural at rnosphere in which a boy with his brothers and sisters comes face to face with life's actual daily problems S.. iTherefore, in the case of the poor lad who has lost his home. and who depends on the assistance of strangers Ito give him a substitute. the nearer