Every evening, Wilmington daily commercial., 1906-02-13

made very commendable progress. A
lew. however did not make any appre-
cable progress; they attended the schools
iiom wrong motives. Their desire was
not to learn, not TO master body of use
iul knowledge or to train the mind but
rather TO comply with the requirements
oil The law relating TO their employment
IN industrial establishments.
he work of the term has been In the
man, successful no radical changes or
innovations were undertaken; the chief
effort was TO emphasize essentials in the
several branches of study; sell-efiort and
selt-control in study and conduct ON the
part of pupils. Many of our teachers
are putting more stress on principles and
important topics. and less on minor de-
tails They are insisting that pupils do
their own work and master the studies
pursued. They are also giving more at
I tention TO the. manners of their pupils
and are securing a willing observance of
social iorIns and customs. In most of our
schools there is the pure. sweet reason
able atmosphere OF the well-ordered home
m which grow the graces and amenities
OF refined life. Our children are kent
educatively employed. happy in their
school employments hence "bad BOYS %
''mlschevious girls. "trants" and tin-
conigibles" relatively speaking. are un-
known among MS. BY making the child
| acquainted with his surroundings he is
gwen an opportunity 10 react upon ideas
/ somewhat familiar TO him. In accord
ance with the principle that the indi-
| vdual is interested in things about which
he knows something the child is given
/ an opportunity TO G. .ross himself by
means OF language and by constructive
| work upon matters pertaining to his
/ school, his home, his employments. his
/ iood and clothing, &C. He has an oppor-
| tumty 10 react. Personal reaction is the
condition for growth and every child has
a craving for such reaction. He has in
/ stinctlve interest in constructive activi-
ties which develop his latent powers
The elementary manual training or
constructive work develops not only the
| cllild's ability to do and see things but il
also enlarges and extends the meaning OF
school life and gives him an appreciation
I Of the beautiful in nature. art and conduct
/ The influence of the constructive work
upon the discipline Of our schools and upon
| the character and interest of the children
] ~ AANoN NNAAtUANs IAlNnN ANnIlNo hIt fNtIN
where seen and felt; inattentive pupil
grow interested, disorderly ones becom,
orderly, cleanliness and politeness tax,
the place Of the reverse and a better re
lationship exists between teachers anC
children" No child, that is no norma
child, is naturally bad, but all children
very soon develop wrong tendencies i
not directed in right channels. Tn,
dominant instinct of childhood is action
The normal child must be doing some
thing and the important problem for tn,
school to solve is the skillful direction o
its energy toward the utilization of al
home and industrial experience to the enc
that habits Of cheerful industry may b.
built up. The gains TO the children ar
great on the side of skill and dexterit,
but still greater on the ethical and msthet
ical side. The teachers have each tern
clearer view Of their opportunities il
this work, a saner conception of thei
duties and are acquiring greater skill il
uniting the brain. the hand and the hear
in the process of educating the child
Their efforts are worthy of high praise
Respectfully submitted,
Geo W. Twitmyer,
Superintendent Of Schools