Norwich bulletin., 1916-10-13


 FREDERICK 1T. SYKES
 One thing we lack almost everywhere is efficiency. Three-fourths of this matter of efficiency is training. that is, applied education, said Prof. Frederick H. Sykes, president of Connecticut Col lege for Women, in a stirring address delivered at tho business mems lunch con in the WaUresan house dining hall on Thursday at noon. Thursday the business men of eastern Connecticut were guests of the Norwich Chamber of Commerce, and it was indeed a mo- table gathering assembled in the large dining hall at the hotel. Among the guests were prominent citizens of the state, including c. H. Gould of the Compensation Commissioner George B. Chandler of Rocky Hill. At the head table were seated President Joseph T. Cruttenden of the Eastern Connecti- cut Chamber of Commerce: Henry A. Tirrell principal of the Norwich Free New London; F. H. Hitchcock, New London; L. M. Crandall, H. R. Branche, Edward $. Doten, New London: pr. Frederick H. Sykes, New London: Rev. Samuel H. Howe, D. D., w. A. Somers c. c. Jones of the State Normal school Willimantic, and Robert w. Perkins president of the Shore Line Electric Railway company.
 The menu served was as follows: Vegetable soup, flake waters. baked f1llet of sole, favorita, pomme risole; praised sirloin of beer. Samraitane mashed potatoes, mashed turrfps; French bread: Neapolitan ice cream; assorted cake: demi tasse.
 During the luncheon hour Mrs Grace Aldricil Crowell, accompanied by Gale Moves, rendered several vocal solos in excellent voice.
 Professor Sykes Address.
 President Joseph T. Cruttenden made an admirable toastmaster. He intro- duced as the first after dinner speaker Frederick H. Sykes, president of Con- necticut College for Women. In part l Professor Sykes spoke as follows. Prof. Sykes spoke in part as follows:
 Our meeting today is significant ot 1 the interest now taken by men of af- l fairs in education. Men of affairs own lines, with a conviction that the | three r's have indispensable practica | value, and with a faith that education 1 in the sO-called cultured subjects was q good thing for the individual though Of no particular value in affairs. Ed
  1 tural education and the disinteresteG pursuit of truth. They have thought out the relation of schools to profes- | 5ions and professional schools, in ed. ucation, theology, engineering, archi- l lecture, law, medicine, agriculture | mark the organization of higher voca i tional training. But in the last few years we have faced and larger ant more difficult questions. Is the train. 1 ing for trades-elementry vocationa | training, to be undertaken by our pub l lie school system? In the training fol | semi professional callings, designers builders, accountants, foreman and Su perintendents in many lines of indus l try and commerce-secondar voca | ton training-is that an affair of thu schools to be incorporated in public | education? .?
 In Europe technical education Is ev i anywhere regarded as an essential fac tor in industrial efficiency. To develol a new industry or to revive one tha ] is languishing, they institute school for the industry. So raise the tariff l they raise the schools. The Swiss mak the most perfect watches; the oldes technical trade school is said to b. the School for Watch making of Gen eva. German chemical industrie lead the world; the dyes of the tex tile industries the colors of the art ist, the inks for fine printing, especial ly color-printing, are German; Ger many has over six thousand school trained.
 Lacking in Efficiency.
 One thing we lack almost every where is efficiency. Now three-fou of this matter of efficiency is train
 ing, that is, applied education.
 We cannot get efficiency withou training. We cannot get training with
 out schools. That is one of the ob
 vious things de don't see. Eficienc
 has come to mean today very com
 pIex thing, and the framing for it 1 a very complex thing.
 Abroad we see training and eff1cien
 cy go hand in hand. In the countrie l where technical education is mos
 highly developed efficiency strikes yo
 at every turn; the cleanness of tn
 streets; the even. quiet movement c
 the street cars; the perfection of ma
 chimes; the artistic lines and durab1
 construction of the houses; the beau
 ty of stained glass the quality and de
 sign of the lineoleum you walk on the planning of cities extensions, C
 garden cities; the wealth of industris
 countries like England, Belgium
 France, Germany, the revival of Itali
 an commerce. In Italy the movemer of technical education is now turnin
 the convents and palaces and fortress es of the middle ages into art indus
 trial schools and mesums.
 The fundamental fact of the pres
 ent education system of the Unite States is that it serves a section (
 the people adequately; 1t does nc serve the mass of the people adequate ly. Parents know 1t instinctively an
 withdraw their children. Children
 the mass knew it instinctively and be
 to quit school and go to work Tn
 psychology of this is that most of U are thing thinkers and thing -doers. W want our drawing paper and penci our rule and tape measure, our clay and wood metal and txtiles. our too
 and fire. Then there IS not a bas
 process of industry that the averas boy won't learn with zest, if the scho, t would only let him. And the scho Ais a1alY now heginning to apprecia1