Arizona republican., 1900-12-21


 teacher to more efficiently minister to the pupils needs by the light 1t sheds on his own failures in teaching; shows how to correct these failures An ex- animation followed up by a recitation pointing out to the pupil his funda- mental errors furnishes a unique op- portunity to the teacher.
 Miss BO.tman then discussed and offered remedies for the evilst of ex- animation. which are of minor impor- tance.
 GRADING SYSTEMS.
 The above paper was followed by one on Grading" by W. H. Lee. He discussed 1t quite fully, emphasizing the fact that it was a difficult thing to grade examination papers to the best advantage of the pupil and that it was a good thing to examine carefully a paper handed back to the pupil after being graded and corrected in examin- ation.
 W. A. Grouse read a fine paper on Promotion, which really was a con tinuation of the discussion of the two previous papers. He said that mark ing for promotion was a difficult art; that determined efforts are deserving and persistent efforts will win. Once in every one or two weeks was often enough, he said, to mark a pupil and that f1 was not well to use figures but the terms, excellent, good, fair. etc.
 \ general discussion followed upon the subjects: "Examination,' Grad ing and Promotion" w. A. O'Con- nor made a lons and interesting speech not entirely confined to the subject un- der discussion, but excellent indeed.
 Mir. Dobbs said that there was much hard wo"l; wasted on examinations. Applause. ) He said there were three reasons for examinations. They give general review; they are tests, giving the teacher a chance to judge Of the pupils knowledge Of the subject on hand, and to give reason for promotion. Ie continued to say that cXamina ions were a cruelty to children, and he was again applauded.
 Miss k. Adams said that the indi- vidual or laboratory method was one solution of the examination question, and indeed a beneficial one. and that the difficulty so far encountered by those introducing it, was caused by the too abrupt change from the class to the individual method. She believed that the individual system of educa- ton 1vou1 eventually introduced in the entire school system and that it would ha' to be introduced in kinder ga ten, then into the primary and then inuo the grammar grades.
 NLr. Mel If said that l. was wei to give frequent reviews and at any time, 4ever tell g pupils when they would come
 DIr. Ande sor thought there was too hluc;i time given to written examina- lions and lsat tEe tcacher cs1Il do better by having a test written on the boald. from which the class could dis cuss the questions, and said that par tial grading should be given par ual answers. GIr. McNeff thought it was best to mark the questions either cor ~ect or incorrect. and not to give par ial credit for partial answers.
 Ms Adams believed that in most S udiss it was Impossible to tel what was &atire'y correct and suggested that tha p8pers be graded by comparison.
 Miss Lockwood also gave a fzw good views.
 Miss Cohn said that pupil should he graded by aoility-individua accord irr to ability,
 Miss Post. Miss Alderm and Nr. Stewart took part in the discussion which became quite warm as the teachers were all enthusiastically in terested ir the subject.
 President Adams closed the discus sion for want of time, and appointed ,s.. .I,r,r.- ship: Messrs. Dob5s. Craaser. Mat thews. O'Conner, Latch, McNeff and Miss Post.
 A recess of ten minutes was declared in order that the committee could cir culatr about the audience to see about individual memberships.
 THE SMALL BOY.
 After the recess Prof. Blount read paper on "The Small Boy" It was in teresting and was in part. as follows:
 The time was when the small boy occupied very small pace in the world. He has even been considered a necessary evil. to be endured as pa tfently as possible until time should work a marvellous change in him, and out of the noisy, boisterous. ungainly lad too often dreaded at home and feared ct school. should be evolved the manly. and perhaps, distinguished citi- zen.
 "The small boy has been but poorly understood. and few have thought him an interesting subject of study. Fa- thers tco many times, have forgotten they ever were boys. and mothers have looked approvingly at Mary, and wished that Johnnie was a mild-man- nered and soft-voiced as she. It has not been understood that a boy and girl were not made after the same pat tern Nature did not 90 order it. The grown up boy and girl are not alike. The poet says:
 ." As unto the bow the cord it, So unto the man is woman, Though she bends him, she obeys him, Though she draws him. yet she follows, Useless each without the other.'
 Each is the supplement of the other.