Arizona republican., 1903-12-29
TERRITORIAL TEACHERS
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by which we judge the Character of man.
 The development of a true and noble manhood and womanhood should be the aim towards which the teacher should work not merely the develop ment of the intellect, The most impor- tant factor in the development of char acter is the home, and the child should receive his best instruction at his mothers knee. Next to the home in importance, however, and even first first where the home training is defici- ent, is the influence of the teacher.
 The teacher is not only training the children of today but the mothers of the coming generation. As teachers, then, let us be very careful that there is nothing in our natures to dwarf the character of the children under our in struction.
 The personal bond of sympathy be- tween teacher and childais most inn portant in the training or the charac- ter. If a true teacher holds the love and confidence rather than the fear of the pupils, and teachers not simply to accomplish so much work and draw the salary, but to be of as much real bele-
 
 teacher will be doing good work. The other kind of teacher has no business in a school room.
 Burke says that Example is the school of mankind" and if this is true of man. how much more so of the child? The ideals and aims of the teacher will become to a large extent, the ideals and aims of the pupil. The teacher should keep this in mind and the fact that she is dealing with the most delicate mechanism known-the human soul.
 Strive. tc develop in the child a strength and independence of charac- ter, a power to weigh both sides. and choose and maintain the correct part, for in this work of the teacher depends the character and stability of the na- tion.
 The personal influence and inspira- tion of the teacher is such that his honor, his truth, his independent char acter, and his habits Of right living will to a large extend mould the lives of his pupils.
 The next paper given was "Quantita- tive Work in Elementary Chemistry" by Prof. F. M. Irish, of the normal school. His paper was a strong argu- ment in favor of introducing quantita- tive in connection with the qualitative chemistry in the high school. As the value of chemistry is not so much the knowledge derived as the training it gives. the quantitative work is most valuable, as it trains the student in habits of observation and discrimina- ton. and habits of correct thought as we'll as being excellent fer manual training.
 MT. Irish said that there are many objections to the introduction of this kind of work in the chemistry Of the high school course, but taking them up one by cne, he showed how they might be overcome.
 The brilliant and spectacular experi- ments often performed in the chemis- try class are of little Value, as the in- terest they arouse is not of the kind that tends to true scientific study. A truer and, deeper interest may be stim- ulated by the quantitative work. and instead of the habit of guessing and jumping at conclusions habits of true scientific thinking are aroused.
 MT. Irish then outlined the order Of procedure that he has found successful in introducing quantitative work in chemistry classes. This was especially interesting to those, who are familiar with the excellence of his work in the class room. Illustrating his explana- tions by diagrams at the black board, he showed many ways in which the work in chemistry can be made more interesting and profitable with very lit- tie additional apparatus, by tntroduc- ducing experiments of a quantitative nature.
 The last speaker of the afternoon was Supt. R. l.. McDonnCld on the subject. What is Good School?" He said that the ideal of a good school has changed somewhat in the last few centuries. Sturm, the great German educator, had once bragged that in his school in a single year punishment by the rod had been administered thirteen hundred