New Britain herald., 1915-12-06

The church should support all insti- l tutiOns that do saving work. The 1 church and school ought to be more ] closely related for they are mutually 1 dependent, following the courses of l faith, hope and courage, and thus life | is blessed and sweetened. They should be united for the church can not exist without the school and the school needs the support of the best interests of the city and these inter- ests are found only in the church. They are working for the same ends and therefore should ally. There should be bond of mutual sympathy and friendship between the church and the school.
 In concluding MT. Holmes said.
 ''The character of the population of New Britain is peculiar. In twenty years the city will be in control of the foreign born, or at least the de- scendents of foreign born people. The church should work hard and see the relations of the church and the for eign born people are as they ought to be and the schools should produce the right sort of feeling in them. New Britain ought to have large assem- bling place where the older of these people could gather, as children do in the kindergarten, and be taught the spirit of the country and what is best for the populace.
 "The church and school should unite and see the foreigners are given the right form of education of all sorts The leaders of the raclal groups, for there are such leaders, should be taught properly and placed in the right attitude of mind to insure the safety and prosperity of the city, which we all love so much"
 Principal Shade.
 The pastor then introduced MT. Slade, who had for his topic "The Teaching Profession He spoke as follows:
 Sometimes it seems almost a char acteristic of American life that a man should advise his children and all others against entering his vocation. I fancy that no one here, coming to me for information about the calling would be very much surprised to re- ceive as advice: Oh, don't be a teacher!'
 "So far as this tendency and this expectation means a large freedom of choice and longing for strange obstacles to overcome, it is whole some; so far as it means a mere spir- l it of adventure and a gambling with l lfes opportunities it is unwhOlesome | But I am not going into this question | this evening. l am not going say to 1 you: Don't be teacher I would 1 on the contrary, testify that in this 1 great republic of ours, I know of no ] calling-and I do not except the min- 1 istry-that offers larger opportunities ]
 
 public school teacher.
 This question of choosing a voca- l tion is both vexed and vexing There l are those who think that there is nothing in it; that, at best, the choos- ing of vocation must be a drifting and a matter of chance. I take it 1 that the efforts of your pastor, in ar ranging for this series of talks, are based upon the belief that some guidance is possible. I think that it is most certainly worth the while of every boy or girl as young manhood or young womanhood is approached to search his mind and heart to learn what he is going to do for a living.
 To-day our American life is very complex; and it is getting more com plex every day. Occupations are di- vided and subdivided, and it is in creasingly difficult for the youth to find a place and get adjusted. Un- fortunately it is, I suppose, very true that he often fails to find the best place,-the place for which ne is best suited. Some general consider ations may help us in this matter.
 Two Classes.
 "All choices of vocation fall into one of two classes according to the object The first class contains choices made with a chief regard to the money return for the service. The persons in this class often take first the place that lies nearest, and then change as other opportunities for larger money returns offer themselves The chief interest of those in this group lies in the obtaining of the pay and the converting of the pay into the necessaries and luxuries of life Sometimes the pay is large; sometimes. small; but, however large. or small, so long as the chief interest lies in the spending or the investing