Pine Bluff daily graphic., 1908-10-11

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 Ia.l.iaal ta 54-is..t.s n school 7a@ il he Hehe ei experience. No sRaHatoD iH tAis world is#za de)icaie# as the training of mind and sonI and b ignore tie hest results Of t1o study of mind and soul is without excuse.
 The artist may be 8 2eHius and have the inspiration of a prophet, but if he knew nof how to mix and choose his colors, he can do nothing. Many well-neaning teachers meet bitter disappointment at this crisis. Pre- snmins 10 know ali things, they learn nothing and thus violate the sacred injunction Thou that teachest an other, teachest thou not Jhyseif"?''
 ). The teacher must be master of the subject taught.
 He that teacheth man knowledge, shall not he know" The Savior of ,nanl.iod cuaeoccfu1J, enraad ol,rood the knowledge of God because he knew God Rome knew law and taught law 10 the world. Greece knew art and taught 2rt to the world. Wherever any Sfeat thing has been taught, the teaching has been founded 0n superior knowledge. Nothing is more impo- tent than the attempt to teach some thing oi which the teacher is not a nasteg. II is not mere technical knowledge that is needed, but that deeper comprehensive understanding that enables such a grasp of it that inspiring instruction comes as the un- folding of new life, in logical order aHd sequence, and ever ill accordance with q definite undertaking aim
 An attempt has been made to define just how much a man should know in order to teach. The consensus of opinion is that his own scholastic preparation should extend f0uf years beyond the place to which his teach- ing extends. This is as near the truth as we can probably reach, for to mcas- ure knowledge is as impoasible as to measure the waters of the sens. That the teacher should know something af rs..hing and as nearly everything as possible of his particular subiecE. e too ahsiaus to need comment. His mastery of the subject he teaches should he SO complete that the student mind will be impressed ny it and thereby bc inspired to strive for similar mastery. With this at tainment and with the consciousness tlat more knowledge is born every day than any mind can conceive the cndeavor should be to maintain the mastery by constant acquisition, in the belief that the best educated man is not the one who has accumulated the most facts from the experiences of the ages, but rather the one who best uses the facts he has in appica- ton to new ideas and new experi- ences
 6. The teacher must be master of the situation.
 When Richard the Third, in 1883, moved from his castle toward London to seize the crown rightfully belong ing to his child-nephew, he moved with a consciousness of power born of the open knowledge that of all the scheming factions in the kingdom, there was but one man who could dominate in that crisis and that man was himself Such a feeling of mastery i comes from successful experience which has proved that the master has the ability to rule. This undisputed pre-eminence in the school room is an invaluable requisite of the good teach CT, and the pre-eminence must be the result of the cheerful acquiescence Of the students in the leadership. This acquiescence in turn is the product