Norwich bulletin. [volume] (Norwich, Conn.) 1895-2011, 1919-03-10

garden of behaviour: gradually self
governing behaviour on the part of
tie child will form itself, almost i'm
perceptibly. We must also, develop
this long distance visioa-no one
wants to remain in the old lock STEP
kind of education. The war is going
to reorganize more than education for
US; we have before us the greatest
decade in education that has ever
been launched. America realizes that
there has been too much entertain
rlent for Children lack OF the wise
rroportionate use of leisure time.
Some daily duty, or some contributive
service for welfare and the comfort
of home. should be asked of every
small child. Discipline is an economy
OF energy and time, and prepares US
Tor citizenship in a democratic situa-
ton. We need tolerance with Varia-
tons, as well as a constant develop
ment of tastes and demands.
At the close OF Miss Harriscns in
teresting talk, an hour of games was
enjoyed by both spectators and teach
ers. These games were conducted by
Miss Marian Beebe and Miss Susan
| Whittlesey of Norwich. and Miss
Stadtmueller, supervisor Of kindergar-
tens in New London.
There was a brief BUSINESS meeting
| Ill the afternoon at two o'clock, with
reports of the associations last ses-
| sion, after which Miss Harrison spoke
| again-this time on Project Work. a
topic Of great interest in all elemen
| try schools.
| The teachers are the ones on whom
| rests the problem of picking out the
projects. which must possess an indi
| vidual interpretation true 10 univer-
sal standards of education. The Mon1
| tessori work built up a capriciousness
Of taste. with no splendid or lasting
creative effect. We must beware of
elaborate systems; they crystalline.
We don't give children opportunity to
make their own choice. in our lock-
step schools, and project work is sim
ply an opportunity to choose for
themselves. In this work, as il every
other, we must have good balance ev-
sal standards Of education. The Mon
distinction between individual and
group projects. If we keep that hap
ry medium between these Two, we are
going to maintain the balance between
individualism and creative ability
Children need variety-not self-pro-
jccted work all the time, for routine
i and custom do not develop magma
. tive individuality. If we want moro
, thinkers, children must be allowed tC
:, /
work; genius grows out of such Wis
ions. We have lost so many geniuses
, i'll the war, that we iced to cherisi
| all that are left to bring us the RICH
) type of people; We want skilled eXper-
, mentors.
1t is dangerous to be satisfied: PEG
PIE who have artistic ideas of prog
rass are never satisfied. Too mucl
, emphasis can not be put on the nee
for early education, the time for habi
+ | formation. The elementary school i
I where we must teach our children hoy
( to live and get the most out of life
t There are times when it is legitimat
: TO coerce a child to learn, because W
0 know it is going to make a richer lii
r for him. and the great day is coming
). when all people who believe in earl
: education, will be able to cooperat
| with the kindergartens in bringin
j about this wonderful day of chill
n character building, towards whic
+ project work is the opening wedge.
S After vote of thanks to Miss Har
e r;son for her valuable suggestion
: and remarkably comprehensive ad
e dress, the meeting adjourned, to NEE
O again in June.