. History of Bridgeport and vicinity. d let liiin believe that he has thus prepared his English requirements. It ratherlalxjrs to beguile liis interest to tlie eiijuyment of the stories of Launcelot or Hannibal or ofThemistocles and make literature and history ajipear to him in a new light, presenting theircontent with ajipeals more especially ada])ted to his particular mind than can be used bythe teacher of a class of fifteen or twenty. The special school is thus diametrically opposedto the tutoring school as an institution for cramming ami fostering The need forit springs from a f
. History of Bridgeport and vicinity. d let liiin believe that he has thus prepared his English requirements. It ratherlalxjrs to beguile liis interest to tlie eiijuyment of the stories of Launcelot or Hannibal or ofThemistocles and make literature and history ajipear to him in a new light, presenting theircontent with ajipeals more especially ada])ted to his particular mind than can be used bythe teacher of a class of fifteen or twenty. The special school is thus diametrically opposedto the tutoring school as an institution for cramming ami fostering The need forit springs from a fundamental characteristic of humanity—variation from the tyjie. It is amost necessary siqqilciiient to the educational system. There are various reasons why a boydoes not get along in a large scliool: he may have been ill and have dropped behind; he maybe over dillident ; he may be too much interested in the imiuerous school activities to givenrojier attention to his studies; he may never liave learned how to study. He consequently. 1, . :-AlM.)Ei;s. JH. 1). lUillXiKroKT AND VICIMTY 781 neeils citlicf to iiiiikc up for lust time or t(i be t;ui;ilit how to use liis iiiiiiil ami pxiiroswhimself as dlhcr boys do. In the one lasi he iicfils to f^o Iastor. in thi othiT, sliiwcr, thanthe luinnal rate of elussos. In either ease hv needs a sort of teaching mueh more specialand individual or. mueh more inlinsive. than a lar^e S(du)ol can possibly give. He must individually. in a nutshell, is the (irail .Method. lOach boys case is stndieilby itsidf. The reasons why he is backward are discovered. The work is proportioned exactlyto his needs. He is not hurried for the sake of others, lie understands each subject beforehe advances. He is not held back for others. He is taught how to get at facts. KachSaturday lu is tested on the weeks work. Kach week a report is given to him and sent tohis parents. The results of this nuthod lia\c vindicated its worth. One parent
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