Las Vegas daily optic. [volume] (Las Vegas, N.M.) 1880-1908, 1905-07-05

strain but In detecting temporary un.
fitness for work tests cannot take the
place OF the keen intuitions of the
experienced teacher"
Subject-President's address, "The
School Master"
Authoritarian Schuyler. Assist.
ant Principal William Mckinley high
school, ST. Louis, Mo.
For years schoolmasters have gath.
cred together and discussed what they
should do for the children committed
to their charge. They have accom-.
plished much by these discussions, but
they should remember that "Charity
begins at home" and should some.
times consider the ever present Ques.
ton. What shall they do for them
selves? For the success OF the school
depends mainly non the school
master. the schoolmaster as 4 man
not only as q man Of learning or of
executive ability, but more especially
as a man of the world AS his aim is
TO fit his charges for life in the world
the world as II Is, not as II ought
to be-he must know this world thcr-
oughly. Especially is this true for
teachers in secondary schools. many
of whose pupils are soon 10 make
their way in the world equipped with
what the school has given them. The
Oldest already know something Of the
world, and judge their teachers most
severely If they show ignorance of it.
The mere man of books. the pedant
schoolmaster, has been for ages the
butt of satire and caricatnr1. This toe
common literary parsonage should be
s%upplanted by the schoolmaster in his
true part as "guide. counsellor, and
friend" The schoolmaster's influence
depends more upon what he is than
upon what he knows. He should be
like those pilots who not only know
every reef, but whose barks have
never been wrecked. He should be
the master. not a slave of the world,
He can attain this mastery only by
mingling with men of the world aud
by learning from them. His ac1uaint-
ances and some of his close friends
should be men Of very different life
from his own. In this way the school
master can learn to understand bet
ter the parents of his pupils and so
understand better the pupils who are
modelling themselves upon their
parents, For all his book learning. all
bis skill in presentation will be of
sGttle avail unless his pupils under
stand him and sympathize with him
and vice versa. The schoolmaster
must endeavor TO be like St. Paul,
and become all things to all men.
that he may by all means save some
Subiect-'How Far Should Physical
Training Be Educational and How Far
Recreative in the Grammar School"
Author-Miss Rebecca |Stoneroad,
director of physical training, public
schools, Washington. d. c.
"The true educational value OF
physical training is that it is a train
ing for life. The department of plays
and games holds a high place in this
connection. for in no othef form OF
physical exercise, a we get IN so
short a time those qualities of quick
observation, reasoning, decision. nerve
and muscle control. The constant
playing of a game secures accuracy
and quicknoss of execution generally
termed skill. which enables one rot
only to do this thing we'll. but al
allied movements, thus relating them
to the great purpose OF education
which is the power ID do.
at is by means of the class exercise
that we are enabled to influence cact
and all of the hundreds of children ir
a grammar school. The opportunity
is given for a personal inspection ant
individual training in posture ant
habit. School gymnastics. although
an artificial system of exercise, havt
the advantage over plays and games
in orr educational scheme on ccoun
of their ~practicability. We can GIVE