Arizona republican., 1903-12-30
ARIZONA TEACHERS
Second Day of the Terri
 tOriaI Association
There Were Three Sessions - The Feature of the Evening Was the Ad- dress of Dr. Daly.

one consisting of three sessions. The
 morning session opened at 9:30 and the programme-was taken upr at once. The
 first number was a very interesting paper, "Recompenses of a Teachers Life" by Principal George Blount of | the Phoenix high school. He said that
 this is a commercial age, when the question of Does it pay?" seems to be Il the leading one. The teacher, at the end Of a hard years work, with d pcor
 bank account and the doors of study
 and travel closed before him, is lil1e,v
 to ask himself this question. If then,
 the order on the county treasurer were
 the only reward, the answer would un-
 doubtedly be in the negative, but there
 are other reccmGenses in the life of
 true teacher.
 II A teacher, by virtue of his position, is accorded a place of honor in com
 niunity This place is his without any | effort, and he has only to fill and hold | it. This gives him an opportunity to form permanent friendships, which
 are by no means the least of his recom- | penses. Then. also, teacher has op- | portunities of development. His life is
 one of growth, and if he has the true Il teachers spirit he will never grow old. Ii But perhaps the chief recompense to
 teacher is the thought that he IS building structures that will always | endure Not like the material build
 Tngs which are built, serve their time.
 and are destroyed, the characters he is
 heIning to form are immortal How | often dces some man who has risen to
 a position of eminence among his fel- il lows point back to some obscure coun-
 try teacher as the source of his great | ness, Such honors, then, such oppor- tunities and the building of such friendships and characters are the mo- blest recompense of the teachers life.
 The next paper was by Miss Anna l.. II Corbett of Prescott on Sewing in the Public School.' Miss COrbett is the
 snecial sewing teacher in the Pres
 colt schools and gave in very inter- esting manner the results of her eX- h perience in this line of work. She said that sewing is of double value. Its | value as a manual tr3ining subject in
 the development and training of the hand and eye is recognized by all pro- gressive teachers. But besides this the | practical skill obtained, opens the ma ioritv of positions to women and pre- pares them to be better home makers. The history of sewing in the schools
 of the United States is brief. It was llTSI InlTOuuCeu III luG oSolpil StiAbpio in 1885. but since that time it's consid-
 eraticn. with that of other manu1l training subjects. has gradually in creased until now many institutes
 are in operation to supply the constant demand for skilled workers.
 Miss Corbett then outlined her meth
 ods in the presentation of this subject. She teaches it to the girls in all grades from the primary upward. In the low CT grades the children find the manip- ulatiCn cf the needle very difficult but nevertheless very attractive. She be- gins by the use of prepared squares
 with the stitches traced on them; the
 outlines are followed by the child with
 the needle and red thread. As soon as
 possible however. these are dispensed with and the stitches are taken free , hand, and the child is helped to make some article of clothing which appeals
 more to her interest The most ef-
 fectual way is to teach large cless9s.
 il,ustrating the work to be done by
 sketches on the board. Tn this connec- .Ation drawing is taught with the sew ing for the pupils are also required to draw illustrations of their work. The models made by the children are pre- l served in note books.
 Miss Corbett then exhibited some note books containing samples of work { done in each of the grades in the Pres l colt schools. Their excellence was a strong argument in favor of the meth cd she advocated.
 The subject of sewing aroused quite ar animated general discussion. Not 4 word however. was heard against it's I introduction into the public schools. and the only point of difference seemed 3 to be as to whether boys should share in the training 1t afforded.
 Principal C. F. Philbrook of Williams 4 was the next speaker He read an ex- | cellert paper on Literature and His \ tory in the Grades" Tn which he said: q "The school is not. as is commonly 5 said. a rreraration for life; it is lifa 4 itself. For the training necessary in school. the customary formal studies are inadequate It is necessary that [ work in broadening the mind ard I forming the character should precede q the specialization in education. Tn this stage of education, history 1 and literature are necessary. As they 5 toech about men of character in ac- q tinn. thev arc excellent for develoDing 1 the moral nature of the child, his hab- 9 it's of judgment and habits of right do- I Ing
 ]! This development of character is \ reac ached not by any mOralizing on the ! part of the teacher which has the con { trary tendency, but in more subtle 4 manner by the example of the great { characters studied.
 The development of the child follows a to a large extent the same stages pass s ed through in the development of the f race At each stage in the develop a ment of the race, there was some sort of literature, the literature of the bar q baric ages having come down to us in [ the form of legends and mythical stor- lies. The literature of each age is a adapted to and appreciated by the child q in the corresponding stage of develop a ment, and should be made use 'of, by \ the teacher The study of history N guides in the selection of literature that appeals to each age.
 Al The connected study then of history and literature should be given promi- d nence in proportion to their impor- H tance in character building.
 a This paper was followed by an ami 3 mated discussion In which a number 1 participated.