Norwich Bulletin Newspaper, October 28, 1916, Page 8

' |Governor Martin G. Brumbaugh of Pennsylvania and Marion L. Burton, President of Smith College, Addressed 70th ¥ # ~ That dull depression, ‘Teachers H AR - gard Prominent Speakers|& . Annual Conventicn of Connecticut State Teachers’ As- sociation at Slater Hall — Delegates Appointed to An- nual Meeting in New Haven—Mayor Allyn L. Brown Delivered Address of Welcome. Eastern Connectlcut was well repre- sented at the 70th annual convention ‘of the Connecticut State Teachers' as- sociation held in this city at Slater @il o Friday morning end afternoon. The convention was held simultane- 'ously in Norwich, Norwalk, New Ha- ven and Hartford, This was the first time that the state convention has been held in this city. Carlton . Wheeler of New London called the convention to order shortly after 10 o'clock. Mr. Wheeler called @ attention of those present to the fact that on the program were printed amendments proposed for the consti- tution, and he expressed the hope that none would leave the city without hav- ing read tl Delegates to New Haven. The only business to come before the meeting was the appointment of dele- Fates to the annua! meeting to be held in New Haven Saturday, Nov. 4, when officers are to be elected. It was moved and seconded that the chair appoint : committee to make a eelection and report and this motion prevailed. The chair appolated as the committee John B. Stanton, Nerwich, Warren A. Han- son, New London, and F. W. Clapp, ‘Willimantic. The committee was re- quested to meet immediately at the close of the morning session and re- port at 3 o'cloc The commitee reported through Mr. Stanton as follows Supt. C. B. Jennings, New London; Supt. Bdward J. C am, Norwich; A. N. Potter, Willimantic; Mrs Miriam 8. Skidmore, Willimantic, and A. B Handy, Putnam. Mayor Brown Welcomes Teachers. Mayor Allyn L. Brown welcomed t! teachers to Norwich. The privilege of aftending these meetings must be en- joyed by all of you, said Mayor Brown. feel that we all appreciate the fact that we do not know it all and that there js mare knowledge to he secured from, books and fram these conven- HOf&. It is evident to all of us these days, particuisly here in New land, where we have so many chilc of foreign parents, that we nced a thorough _cducation. Perhaps the teachers never ha da_more difficult problem than now. The mayor con- gratulated Norwich upon tao action of the committee of arranzements in changing the program so that a part of the teachers of tho state met here. The response was made by Charles B, Jennings, superintendent of schools of New London. He said Norwich has always maintained deep interest in education. This is the first time the Connecticur State Teachers' associ tion ever held a meeting here. There were over 4,000 teachcrs when the meetings were held New Haven and #Hartford up to 1902. The number of teachers increased and the demand became apparent for a different plan, 294 19608 holding mectings in New Véf, Hartford, Norwalk and Nor= Wiy ag_oohicel Address by Professor Burton. President Marion L. om of Smith college, Northamptcn, was presented By Mr. Wheeler, who said it gave him great pleasure fo present the speaker, who is president of the second best college in the country. We all know where the best is. he added. There is no force operative which makes for more than the work you and I are interested in, said President Burton fn opening his address. The work of education should concern us for more than oue reason. He told of the great army of 300,000 young men and women in colleges today and sald America has a passion for edu- cation. There has neyer been a gen- eration so devoted to the work you Bnd 1 are encazed in as the present gemeration.. There was never a time when we were confused and so lexed. as . at the present time. erever we turn we find great dif- ferences of opinion as. to what educ ton is for. Fie told of the training in Germany, France, and other countries and world as well Ttaly aid the whole s America is confused BS to what it is trying to accomplish. The aim of the American.education is to produce the educated person. He Bave two views, the negative and posi. tve, in two stories to illustrate his meaning. The educated person is tge person Who has come in contact with many other of the important fields of know- ledge. He said we are particularly weak 'in language here. He told of his experience abroad where he found a ehild in echool abld to speak seven or eight languages. An educated person £hould be able to zo from one country to another and travel with ease, should be able to rcad a magazine printed in Frenck or German as well as English. A man is alive in proportion as he Bets in relation to- himshlf, To be edueated is to e related In the hight way to what is outside of you. We Bre all trying to make the same ob- fect but by a different method. Pennsylvania’s Governor Speaks. At the afternoon session Martin G. rumbaugh, governor of the state of nnsylvania, addressed t he teachers The IP]B(‘I‘ of a Teacher in a Democ- 3 n_ part Governor Brumbau, okke as foilows: it ‘e have in our midst an sducatio Institution that numbers its varifor;-rar: Aetivities by the thousands, Its physi- ga] plant by the tens of thou: ands, its hers by the hundreds of thousands, § pupils by the millions, and its an- hual -expenditures by the hundreds of millions. This institution, represent- m alike in the great urban centers and , the remotest rural community, and Lrbcious in the heart of every patriot, the free American public school. In . L general way it is Tegarded as the !u‘w-r‘k of our liberties, the strong- 0ld of our democracy. It is praised That Uneasy . Feelin that dragged mqflfiu condition—it’s bilious- ‘Why be out of sorts with yourself everybody else when one dose ack’s Mandrake Pills will do and for persons using trial will convince them that Mandrake Pills are superior. by all in their organized capacity and criticized by all in their individual ca- pacity., Heedless allke of praise and censure, it steadily performs its func- tion to democracy and thrives by a mystery of growth that baffies analysts. ‘What is its function, and how may it best be promoted? Democracy is essentially, as Lincoln characterized It, “government of tho people, bl the Dpéople, by the people, and for the peo- ple” Tts hope and destiny are with the masses. What the masses are de- termines what democracy can be. If, then, our democracy is to be essen- ti3ly and really tho pride and glory of fnen it must rest upon ¥ome more fundamental and _vital {nstitution whose function it is to train individ- uals for participation in_tbe form of government we avow. This prop be- neath the republic, this universal fac- tory whose output is to make an ad- vance democracy, is, for obvious rea- sons, the free public school. Two individuals can participate in a common cause only to the éxtent that they possess common sentiment and common knowledge. To increase their effective participation requires * a broadening of their common Knowl- edge. To make participation impossi- ble only requires the absence of com- mon knowledge. This holds true throughout. Hence, our democracy de- pends upon the possession by all its individual participants of a fund of common knowledze, which fund is the currency of democracy: and the func- tion of the public school is to impart such a fund of common knowledge to all that participate in our democracy as to make facile the interchange of ideas and the reciprocal regard of each for the other. Moreover, the growth of democracy, as well as its security, depends upon the widening of this fund of ommon knowledge. - Hence the specific means of promoting the best traditions in our national life will be found to lie in the increased efficiency' of our schools. Favors Compulsory Educafon. To promote the ends of democracy many states by compulsory laws pre- vent child-labor and also require at- tendance at school between the ages of eight and fourteen. These laws should be universal in the republic. In maintaining an efficient system of education the state is governed not by sentiment but by necessity. It is not the life of the individual but the life of the state itseif that is invoived In no other form of government is this so manifestly trile since in ours alone is the measure of education the meas- ure of democracy. Hence we have lit- te to learn from European states con- cerning the function of our system of education. We can never with safety add to the curriculum of the schools untl we have first and always made ample pro- vision in every school to teach the simple rudiments of ‘the universally éssential tools_of” democracy—a teru ofgthe Ia ge of the repu and the ability to make record of on thought in the symbols of langu: and the symbols of Number. The little red school house with its zealous teacher and its drill in the three R’s, is mot a tradition from which to de. part; but an ever present reality around which to weave in loving ap- preciation all the tendrils of future owth. I do not object to education for efficiency provided only that we achieve efficiency for individual gain. First, then, the school exists for th state'and after that for the purely pe: sonal preferment of the individual in our industrial competition. The meas.- ure of ency is not the earning power for the individual, but the serv- ing power for the state. In fact, earn- ing power, the bread problem, is con- ditioned upsn a stable and progressive democracy. From 2 study of these views flow certain facts and considerations that relate rather definitely to the present status of our educational system. The public school is limited in the realization of its function to demo- the quality of teaching life it the time it devotes to uni- versalizing its fund of necessary com- mon knowledge, by the amount of money expended in its maintenance, and by the effectiveness of its legis- lative "provisions in -securing regular attendance on the part of all embryo ens between the ages of eight and sixteen years. The first patriotic duty is to make the life of the teacher more tolerable, by surrounding him with a complete physical equipment, by enriching his social life, by promoting his profes- sional welfare, and by increasing his compensation t6 make possible for him a_higher standard of living. Under this declaration lies the need for a more sympathetic supervision, a more stable ‘tentre of service, a generous retirement. fund, the transportation of pupils, the consolidation of isolated schools, the lengthening of the mini- mum school vear, and the closer ar- ticulation of ‘all ‘the social, intellec- tual, and moral influences of the com- munity with the school. Takes Time to Educate. We can never serve democracy by lessening the years of an elementary education, not by the devices that, to save time, really sacrifice efficiency. He only is true to his nation’s wel- fare who steadfastly pleads for ample time to fix and make facile in the pu- pil's mind the fundamentals of an or- dinary education, and who has the courage to declare that thoroughness in the things done is of more -conse- quence to the state than the haste to rush to the college and university a product, which in spite of the higher Institvution, is but imperfectly and su- perficially’ fitted to participate in s progressive demoeracy. The patriot here is” courageous enough to say, “It takes time, gentlemen, to educate cf zens for this republic.” The financlal support of the school must be more ample, and its amount through stable legislation placed above the cdprice of local petty partisan con- trol. We know in advance how many pupils the school must receive, and we should know years in advance how much money we may plan to expend in the necessary development of the sys- tem as a whole. It is better and saner to erect ample school bufldings sur- rounded by ample playgrounds and of- ficered by thoroughly trained teachers than to maintain criminal courts, jails, hospitals and asylums. The state must so legislate as to make impossible the employment of child labor: and it must, as it com- pels attendance, provide such varied forms of elementary education as to give to each child the largest gifts of guldance and helpfulness the patriots here are the legislator and the school officlal who are wise enough to guar- antee to the humblest and the most unfavored child the best training for deflacnuy that experience can sug- ge: There must be as ample provision made for play as study. The ends of democracy are served. mot alone by vastly more - od Mnmnqi“ e e or- acel n the for- Holenoes. °Ptmhc 00] for the sake of h er demoeracy, enthuslastio teach- ers, not more technioal sohoold. To promote tha ends of lvillzation lot us woelcofe all higher institations of loarnins tnd wacure to then genor- ous fational support. Lgt democracy e e ng Bpao I 0 ve ly an bountifully their chofcest products, and thelr own service to pramoting tho wolfare of the race us u whole. Let tho 1deal hol# steadily before each of our youth be unselfish gervice for his country and for his kind. 8ectiocn Mestings Held. Section meetings organized by Car- lon H. Wheeler, state supervising agent, New London, were held as fol- lows: " Fligh school, room 8, first floor, Norwich ~Free Academy, chairman, Henry A. Tirrell, principal Free Acal demy, Norwich; i1, address, Tho Reci- tation, Walter D. iood, principal Gil- bert school, Winsted. Rural Schools, Slater hall, Norwich TFres Academy. Chalrman, Arthur N, Potter, state su- pervising agent of Willimentic; 11, address, The School Room Survey, Francis' G. Wadsworth, agent Massa- chusetts State Board of Education; discussion opened by H. O. Clough, state inspector, Hartford. Grammar sthool, Slater Hall, Norwich Free Aca- demy, chairman, Fred L. Newton, su- pervising principal, Norwich; 2, ad- dress, Teaching Composition, N. Searle Light, supervising agent, Hartfor discussed by Teresa A. BErown, prin- | cipal Saltonstall school, New London, Edward J. Graham, superintendent of schools, ~ Norwich. Kindergarten, Broad street Kindergarten. Chairman, Helen E. Royce, kindergartner, Hobart Avenue school, Norwich. 2.0, demon- stration, Use of Building _Material, demonsirated with a class of children, Gertrude L. Stadtmueller, supervisor of kindergartens, New London. Kindergarten Demonstration. At 2 o'clock a very interesting kin- dergarten demonstration was given at the Broad street school by Miss Ger- trude L. Stadtmueller, supervisor of kindergartens, New London. It was largely attended by those interested In the work of the lower grades of schools. Miss Stadtmueller prefaced her demonstration “in the use of building material” by a short talk based ‘on the fundamentals of educational principle, desizned to point the dem- onstration to_follow. She emphasized the following points: First, the necessity of building your plan ‘on what the children need; what you want to give them, instead of working for a new pattern. That will naturally come if you work for the broad, underlying educational princi- ple you are trying to give the child. Songs, stories and games are all means to this end which is exposing the child, the beginner in the business of living, to a variety of expertences in music, literature and manual and dramatic’ art so that the kinderzar- ten is a truly miniature world to him. Of course all the experience, mater- fal which is put in the way of the child must be suited to his vears and (this is most important) must help, not hinder, his physical growth then his knowledge. Children Taking Parf. The demonstration which foilowed was based on the story of the Pied Piper of Hamlin and the children tak- ing part in it were from Miss Ger- trude Browning’s class. Tirst _the story was very simply told by Miss Stadmueller, and pictures shown of the different scenes in it. The chil- dren were allowed to speak and ex- press themselves, their comments be- ing very refreshing and offen unex- pected. Then with their building materials they constructed the bridge from which the rats jumped, ana later en- acted scenes from the story, originality of idea and expression being encour- aged and chance being given them to relax: work and play alternating. It was ‘quite evident that they under- stood it all, and they had such a good time. There are in Norwich about three hundred little men and women under such instruction. Miss Helen B. Royce of the Hobart Avenue school was chairman of this section. The School Room Survey. At the rural school sectional meet- ing Fran G, Wadsworth, agent Massachusetts State Board of Edu- cation, delivered an address on the School Room Survey. In part he spoke as follows: | In part Mr. Wadsworth spoke as follows: In the fleld of school administra- tion the survey aims to discover the facts regarding the present practices and methors of procedure, to ana Ivze these facts so as to discover the causes leading up to the present day practices, and then with the facts and explanation of the facts at hand to evaluate the school administration of a given town, city or state in terms of approved standards. In the organization of schools the survey seeks to discover the strong points as well as the weaknesses, to measure the results of the existing system of school organization, and to compare these resylts with those ob- tained in systems where the school or- ganization is different. The educationaf survey does not merely seek to discover the facts, the explanation of facts, and their evalua- jtion in trms of ‘school administra- tion and school organization, but aims also to promote, thrugh a care- ful investigation and analysis of con- ditions, the improvement of the school plant, the teaching service, the meth- ods of instrfiction, the courses of study. What Survey Should Show. The school room survey should show three things: (1) the facts, (2) the expdanation, (3) the evaluation. The facts column should show a record of things as they arp within the school room: that is, the facts as to the heating, lighting, ventilation, sanitation and equipment of the school room. The explanation—n most im- portant feature of the survey—should show the reason for exising condi- tlons. The evaluation should show what ought to be on the basis of ap- proved standards. The survey of the schiool room should show the facts as to the phy- sica conditions, including the light- ing, heating, ventilation and sanita- ton. decorations and equipment of the ‘school room. properly equipped in any particular, It the school is not | center. Suits, Coats znd Dresses, Norwich Merchants’ TODAY IS THE LAST DAY sums, the best styles of the season may be yours. stocks are ready, too, and priced as attractively as we could price them. 3 k . premacy of The Boston Store, not alone for the city of Norwich, but for all this wide territory which makes of Norwich a trading Visit Norwich today, the last day of an eventful week. Weelt For the last day, in addition to the many bargains which we have been offering, we bring forward many attractive new ones. Every department in this store is offering special values in much wanted Winter Merchandise. Our great Fall-and Winter We are completely ready to demonstrate the su- the resources of this store to help you to proper attire at a minimum cost. SUBS = = = = COATS _____._. Suits in values up to $25.00 for only $79. 75 We have taken this specially attractive assortment of smart Tailored Suits and have mark- ed them at the one low price. We bave included suits in pretty gabardine, suits, suit here in this lot and save money by the purchase. You can find your poplin and good sturdy pebble cheviots, trimmed with either velvet or plush. They are finely finished n interesting models, the new collar being a notable feature. $19.75 Handsome Coats at all prices from $72.50 The Coats we show settle the question of how collars are to be, the sort of pockets that will be pop- ular, the materials that are best suited to various styles, the lengths and the drapings. are proving themselves include full flare and belted models and the weaves which we offer include Wool Broadcloths, Pebble Cheviots, Coats for All Purposes at All Prices from $12.50 upward SPECIAL MILLINERY EVENT FOR MERCHANTS' WEEK We Specialize in a Better Hat at a Velours, Trimmed Hats for They are trimmed expressly for t sale. and will compare very favorably hat which you can find at $5.00. We Have Prepared Expressly For This Week Some Smart They are smart in the highest degree, Wool . * Prettiest and Smartest Models $4.98 We determined to demonstrate a better hat $3.98 his week’s with any The styles ied, hats big and little, hats for the 4 e i average, and are comparable with any $7.00 young and for those who are nut so young hat on —hats in all colors and hats in black. THERE’S A HAT HERE FOR YOU For Onily $3.98 which possess more Plush and Mannish Mixtures. Low Price the market. are offered at the price. For Only $4.-98 for a little price, and we have succeeded. We now make in our own work room hats smartness Al styles and colors than the The styles which Stylish Garments for Women and Misses A SPLENDID ASSORTMENT OF MODISH WEARING APPAREL OF ALL KINDS In the Ready-to-Wear Department we have made a sincere-effort to show how, by the expenditure of reasonable The Boston Store has gathered a very complete showing of the most favored materials afd colorings, ax;d of superior ‘workmmanship: “It“is not a matter of expense-—for during this Merchants’ Week good clothes may be had for very little. Let us show you Sl R ST R T e e i fiomiS 1601t $55100 S iiiseililioocoiifrom $12.50 10:$35.00 Values in this assortment of Fine Blouses run as hish as $4.50 and You may choose from the plain white or dainty colors. pleasing variety, all made with the long sleeve, and either high or low neck. Very Fine Lingerie Blouses Blouses these $1.98 Waists, marked style note is found in the large collars which are so prevalent this season. a fine voile which will give excellent service. Rich Crepe-de-Chine Blouses SPECIAL AT $3.25 There's a SPECIAL AT $1.98 in varied styles among but the most The material used is Some Special Attractions NOT -PUBLISHED BEFCRE Art Goods Department HUCK TOWELS FOR BEM- BROIDERY Full'size Towels, stamped with most attractive embroidery designs, reg- ular 89¢ values— MERCHANTS’ WEEK 25¢ STAMPED RUNNERS of extra good quality. They are 17 by b4 inches in stze— MERCHANTS’ WEEK: 250 STAMPED CENTERS 36-INCH SIZB Stamped In designs to match the runners— MERCHANTS’ WEEK 250 STAMPED LUNCHEON SETS Thirteen pieces in each set. Some- thing new— MERCHANTS' WEEK 235¢ and 500 Neckwear Department ‘WHITE ORGANDIE COLLARS AND SETS The very newest designs and just as pretty Sas “can’ be.'" Regular T5c goods— MERCHANTS' WEEK 50c 15c LADIES' HANDKERCHIBFS in plain white or with color bor- ders— MERCHANTS’ WEEK 3 for 250 Muslin Underwear Dep’t. $1.50 LONG SKIRTS FOR $1.00 A special lot of Long Skirts cut in latest styles with wide embroidered flounces— MERCHANTS' WEEK $1.00 $1.25 NIGHT ROBES FOR $1.00 Some new Robes; dainty and charm- ing, in muslin.or ‘crepe. ' All low neck modéls and handsomely trim- med with embroideries— MERCHANTS’ WEEK $1.00 . Hosiery and Underwear Department WOMBEN'S FIBRE SILK HOSE in ‘white only, made with double sole, heel and toe, A regular 59c value. Merchants’ Week' 49c. LION BRAND SILK LISLE HOSE- FOR WOMEN—Beautiful Black Silic Lisle Hose made with 6-thread :toe. Our reputation backs its-wear. Save 17c by buying them. Merchants’ Week, 8 pairs for $1.00. WOMEN'S WHITE HOSE—Our No, 50 Mercerized in a medium weight. Fine regular madé hose. Regular 39¢ value. Merchante’ Week 33c. WOMEN'S BLEACHED COTTON UNION SUITS in a sood $1.00 quality, They are medium weight winter - suits, ‘low neck and no sleeves and ankle or knec length. Sizes 5 and 6 only. Merchants’ Week 69c. ‘WOMEN'§. RIBBED VESTS AND PANTS-Fall weight and made of bleached' cotton,’ in all the shapes for Autumn. Sizes 4 to 6. 29¢ quality—Merchants’ Week 24c. 35¢ quality—Merchants’ Week 28c. then the explanation of the existing conditions shoulq be given. ’ The survey of the school room by the teacher, however. has hardly be- gun when all the facts, explasiation of facts, and evaluation ~have been made with respect to the physical conditions, The next great step in the survey of the school room Is the sur- vev of the teacher. “Perhaps the most important phase of the school Toom survey is that of the puplls, and the teacher should record the facts regarding the pupils in her school with extreme care. She should discover not only the names, agos, and nationality the puplls, | not onply the fact: » and minor physicgl defects, but she should discover by a careful study of each child in her room the facts re- garding his or her opportunities for Social, physical, and intellectual de- velopment. The child must be sur- veyed when he enters school and the facts regarding his strong and weak points recorded, and where possible, the explanation to establish the reason fo rhig present low or high grade of mentality. It is of the utmost im- portance that this survey should be made in that the child is the only true meausre of himself and the teach- or must know the facts ‘the ;hen_he_ enters the fall in order that she may de- termine the amount of progress he has made when he passes from under her care at the close of the school year. Survey Fixes Starting Point. The survey properly conducted does several things. It fixes a starting paint for constructive work within the school room. It however, is of no value to the teacher who i already perfectly satisfied with her school and is of the opinion that she is conduct- ing a The survey will perfect fall when conducted by & surveyor Who ideals of wi when not ducted and having a true aim, and perfomed merely in con- formity to a command or pressure upon the educational system, cnemy of weak judagogy. Aluminate within the school, it the present conditions obtain, but o above all to a newer, in the will existing conditions indicates wh; the ¥ and it will point out the way higher tpye of service which the teacher, if she 1s conscien- tious in her work, will seek to per- form. Teaching Composition. his highly instructive -address on Teaching Composition Mr. Lizbt said: Mr. Light in part spoke as follows: Language 1s any means of express- ing feeling ar thought, such as music, sculpture, grimaces, articulate speech. Artioculate speech is composed of words. Words dre symbols of ideas. The English language is a form of articulate speech and is made up of ctrinin words as symbols of 1deas. Reading English is the process of in- terproting printed or written English words or ideas with or without utter- - Composition- is the-art of using. performance, _ Art is the application of skill'and tdéte t6 production ac- cording 'to aesthetic principles. It is ecessary. to find .a method of teach- Ing the ‘art mrnfimrlmltttlpn practice. Taste is the power to dl. joy beauty, order, production. It can only be taught through thorough ac- guaintance with the beautiful orderly symmetrical. 4 cuss and en- . { ¢ {