Arizona republican., 1900-12-21

signify to me. just as l would do in de- scrlbing any other natural object and In passing an estimate upon it's value. Ii there be a special faculty for dis cerning the condition and the general trend of school room work, 1t must de- pend upon a combination of instinc1 and Judgment. A practical eye can tell these things at a glance, and with great accuracy.
 ''I endeavor to pass judgment on a teacher, school or a system of schools in the same manner. being careful to take into considera ton all the cend!- tions surrounding the teacher school or lthe system. I want to know at the outset from some source what the school has proposed to do, and then to see whc cther it is accomplishing its ob- ject. In describing the method I pur- sue in judging a school I will take a simple case-that of visiting a graded school-and I will assume it to be the first visit. It is preferable to begin at the lowest room and go to the ncxt, and so on till the highest is reached, or to reverse the order, so as to see the school as a uni. Either is prefer able to beginning in the middle grades
 
 "The object in both instances is the same-to get a clearly defined notion of the school as whole and to formu- late a fair and just estimate of tho work after inspection. I always en- deavor ito enter a school room quietly, and if the teacher stops or hesitates a moment, invite her to go on with her work. I look to see if the desks are of the proper size. I notice how the chill dren work. listen. move at signals, and note mentally the promptness with which they have learned % obey sig nals and follow specific directions.
 This varies from the slow, heavy movements of a funeral procession to the quick run of a nervous, cranky teacher, who always repinds me of the ring-master at circus. She has her pupils trot CT run to their respective places before CT a. the conclusion of an exercise. The object of all well regulated movements is economy of time, but without undue haste. Hurry is unnecessary; haste is opposed to rapidity without confusion. If signals are used, and I think they should be, observe whether they are simple, di- rect and adequate. Some teachers give their directions in triple alliance fash ion, or rag-time, to use an up-to-6ate expression. Orally, they tell the pu- pills what to do and at the same time tap with a pencil or jingle bell.
 '"Thcse extra movements. motions and signals thus used, imply that the educational craft is on sand bar, and that tremendous eXertiCn is necessary to get it a1oat. It is easy enough to tell whether The school machinery runs easily and lightly. or whether it is cumbersome and clogged, or is mob like and an-arch-is-tic.
 The teachers manner, look of the eyes, tone of the voice, and general spirit, are all strong points-one way or the other. Great stress should be attached 50 the intonations of the voice-whether it means what it says, and says what it means, as well as the manner of expression, are very i'm portant factors. The tone of the voice should not be harsh as one often heard from older teachers. Among the young teachers more often is heard in the school room that unnatural voica so sweet that it is affected, and the bad boy is heard to say that it makes him tired
 "A dull or mackerel eye should never attempt 70 teach school. I care not if it protrude from a brain that weighs siXty-flve ounces. Such an eve has no power. It has gone out and rolls in an extinct crater The teach CT must havc a good eye, not a gimlet eye. That so:I, of an eye is annoying, and its boring qualities generate coun- ter movements III the pupils from head to fcot.
 There is a strong, lively eye that sees into and through the motives of the pupils; 1t can approve or reprove. but in b.s beams will always be found strength, dignity and sympathy. It is an eye that speaks and interprets quickly. A pleasant voice and a quick. loving, gracious eye are prime phys ical qualities of all first-class teachers.
 ''The teacher who is sympathetic, who works to schedule or time table, apportioning the subjects according to their relative importance as they stand related to higher branches and the order in which they are to be taken up and recited during the day, can if she has the necessary literary qualifications, and can keep the pupi industriously and progressively at work, usually succeed. The most d!ffi- cult subjects should be studied and rccited early in the day while the mind Is fresh and the body is not tired Neither writing nor drawing should come immediately after an intermis- sion, for obvious physiological reasons IT a teacher is poor disciplinarian and considers herself more able to teach one subjecr than the others, she should present that branch to her class curing the last half our before the af- ternoon recess, for during that time we find the children more restless than at any other.
 "The custom of singing at o'clock comes from the old practice of opening school by reading from the bible and singing songs of praise, and not be- cause children like best to sing early in the day. Music would be more of a success and the schools songs of today