Norwich bulletin., 1916-05-06
I'M MTG

worked at home Boys worked around the farms and the girl in the house learning to cook. Our mode of life has chanEed almost completely Boys are living In flats and there isn't any thing 10 do at home.
 So we have to have classes in man. Mal training and domestic science.
 The Individual Neglected.
 Teachers are paying too much att tention to class work and not enough to the individual, Under the Batavia system there are two Teachers iii each room. One teacher looks after the class and the other the individual pu-
 Afternoon Session.
 At the afternoon session the meet ing was called to order by President read by the Chairman of the resolution committee, thanking all who had helped to make things pleasant and thanking the retiring officers for the work during the past year
 Samuel J. Cfa.wson, superintendent of schools in Bridgeport spoke on the subject of education. He spoke of the different types of children who must at a certain period of life find certain means of expression and that 1 it was his belief that if these qualf- ties of life are not given expression at the proper time an unbalanced life may be the result. That there are periods in the life of these children which are perfect natural and it is our function to see that these instincts are given self-expression
 Something has been left out of edu- cation, find in Connecticut that 1 there is a great deal of formal disci- pline in the old sense of the word, smarch in time. If it exists in your school and you are a party to it, it is my belief that your work is not help ful but is liable to be of serious in jury.
 Pleads For the Old.
 am going to plead for the old in 1 education, not the new. A return to those days when the mother would tell the girl what was necessary for l her to know of domestic science, etc 1 When the father would tell his son after the days work was done about the work of the next day. When he created in the boy during his deyei- 1 oping years desire to know some thing of the real problems of life. To return to those conditions is abso- | lutely impossible, to supply some o1 those fundamental principles is not mendous problem.
 What a difference in the instruction you are giving today. You may in- l Sist that it is the duty of history tc HI IIl0 C111Q s 1IlnQ ana memory W1IE historical facts and data. He places upon paper the answer to the list oi questions you want him to give. TI1at is the old time measure of education IT wouldn't give anything for it. YoU cannot measure ability to do by ex- aminations. The first test Dr. Butler gives is on the use of English and tht power of the child to express himself in a language. Knowledge is no power, never was, never will be. Pow. CT is the ability to usa knowledge.
 Principal Marcus White Speaks.
 Marcus White of the State Norma school at New Britain was the las speaker and spoke of Oral and writ ten English. He said that a pupi must write if you want him to, bu he must write his own story as far a
 possible, not something from a bool and it must part of himself. Peopl , who write for papers and magazine write things to be read. It is writer to be read and the person who write it hopes 1t will be interesting to tn
 person who reads it. That's the nat
 ural motive for writing. have hear teachers read a class a story and the ask them to reproduce it. They are t reproduce a story tbat was better tol than they can tell it. Children eanno form habits by mere repetition. Tn child must cooperate with you. l the childs interest is in his work, al : right, but if it is not you can go O. forever.