Semi=weekly graphic., 1899-09-23
SUPT HINEMON'S ADDRESS
The School is a Mirror in Which We May See the Teachers
 Image" He Says.

oNI NIh O4Cd dI Gue I1lPH DCuOOI JO near the Superintendent's annual address. He spoke exactly two hours and the teachers listened closely throughout the whole reriod. It is impossible to do more than name some of the features emphasized by Mr, Hine- mon
 "Of all the varied duties of Su perintendent of schools, said Mir. Hinemon, 'the most important is the improvement and developing of the teaching force, for upon the ac. tigity and efficiency of the teachers depends the success os the schools. True education consists in the full and symmetrical development of all the powers of a human being. At tention must be given to physical and moral training as well as men tai culture. The Superintendent dwelJ upon the various relations of of teacher, principal, superintead ent and parent. First of all cer- tain physical conditions must be met in every school room if the best results are to be had. Good air, plenty of light aud variety of exer. cises are all matters of great impor- tance in the management of any school A good school is well disci. plined; no successful work can be done amid confusion and chaos.
 Children must be developed from within. The sentiment of the school should regulate the conduct of the pupils. No school is well trained until the pupils are well be haved, not from fear of punishnent but because of a desire to do what is right and proper. Order is HeaYen' first law and no business can be successful in the best sense without a close observance of this principle. Much depends upon the ideals set before the children. Many vrongdolngs may be suggested by a teacher.
 Telling IS not teaching It is not what we do but what we get the childen to do that tests the teach er's power. There is no truer say. ing than this as is the teacher so is the school. The school is a mir. Tor in which we may see the teach CTS image perfectly outlined.
 Nc teacher should appear before her class without definite plans in view. Nothing can be more harm ful than aimless, haphazard work. At the close of each days work the teacher should take an inventory and ascertain wherein she has sue ceeded or failed. Children should learn many things not taught from 
 books. tis more important that they should acquire habits of indus try, close attention, accuracy, neat ness and system tha to learn it tie geography or history. Charae- ter building and the formation of right habits are the chief things to be sought; if these ends are gained the other things so much desired will follow-as the night the day"
 "Encourage the dull ones. The bright pupils need little assistance. Let us not forget that
 "Duuness is oftimes a 1owlying clond
 surcharged with sumbering genius
 The speaker cited the lives of Newton and Scott as notable cases.
 Commend freely. The world gives too much attention to the things that are uGdone and too little to the things that are done. Every earn est effort. every indication of honor, integrity and truthfulness will be noticed by the dutiful teacher.
 Tesuthe pupils knowledge to see that they get right conceptions of definitions and statements. Mere word memorHing is in no sense an evidence of educational progress. 
 "Never tell child what you can