The Hawaiian gazette. [volume] (Honolulu [Oahu, Hawaii]) 1865-1918, 1918-07-05
GREAT IlSF0R.
SCHOOLS N WAR
Interesting EDITORIAL Comment
On Live Topics From Ha-
Wall's Educational Paper .

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Below are given three brief editori.
ais from the last issue Of the Hawaii
Educational Review. They an touch
on phases Of school work and school
life and win be found interesting: 4 /
Winning the Wal, '.''5
When win this war be wont To
that question, often on our lips aid
our hearts, a distinguished English.
fnhh has answered, I'm 1885. Thkt
means, Of course, that after the tumlilt
ana the shouting die, after the saefi .
Aces have been suIered On The initkt
If Moloeh, this war win really Be-
won by the nations that EMERGE from
the conflict with the best assets in
men and women And these men aSd
wotnep ARE the boys ana kiris now In
our schools. B An aI sSGl.egi 7
'lfOur country entered this world con.
Aiet with clean, kahdsIand pure heart,
IL ever a nation. so entered upon Ia
war. The immediate task before rs
10 70 prevent the triumph ibyi force bf
a type OF Rouernment and a theory
Of life In whiehJiWe fdo not bellows.
We are addressing ourselves IoyalIS,
un1inchingly, to this stupendous, all .eh
crossing task. We believe that IL is
for supreme importahce 10 the future
Of mankind that this task be well and
thoroughly accomplished, that the ne
suit viii be mere than worth the
staggering cost. e.
|t1h the background, nurturing the
great reserves Of humanity on which
the future must be built, stand the
schools, never 90 important, never so
indispensable as now. The biggest 81
all conservation projects, the 'conservA.
ton Of our boys and girls, has, in the
main, been turned over, to the schools
II challenges every man anl women
engaged. in school work to. higher en-,
deAvor; Il forces them 10 draw lon
Hitherto unknown reaery oirs OF enthh.
siasm and of strength; II briRhtsns
ideals that had been dniled by routine
anil il sets up new ideals of surpassfnp
splend0f. Never in the world 3 history
could o man or woman say with
n0blef pride, Il am n teacher" -
Conduct Of E1amihations y
IA few suggestions in regard to the
conduct or examinations may Be help.
ful to some OF our teachers. Az timhs,
tehchefs complain that it takes no
long to put the question on, the, board,
especially when there Is more than ohia
Rthde In room. f..1 ~
,nIttis possible for the teacher TO Dr..
range the work so that an pupils mab
start Within q few minutes after the
questions are opened. In practically
all examinations there are, two queS
tons which are optional. II is eN
dent then that when a teacher has put
three questions ON the board, the, pupil
must choose. at least one of these fdr
his examination paper. It would 10
best to put these three questions frof
each set on first, rather than to put
on an the questions Of one set and
then begin the second. a.
tAnotheF method is TO have q pupil
who Is, d good penman and who ddes
neat and aeeutate board work To assist
in putting. the question: on the board.
4 bright pupil from one of the uppef
grndes might be used for this purpose.
The teacher, however, should 90 ovdr
the 'questions on the board very care.
fully and compare them with the origt.
nal questions to make sure that tn re
haVe5been, no errors or omissions. This
can be done easily after all the ques-
tions have been placed on the board.
Wherever ingenuity is exercised, Il
is possible to f1lfl all the require.
Ihents, and the pupils mhy have .amplp
time to write the examinations. " 4
Litsrature and Composition
"There seems to be" n general mis-,
understanding on the subject of litera!
ture and composition. Many Teachers
correct the papers for facts alone, nj
they would an examination in history,
or geography. All questions asked ID
yLSs suhtact Lahn,,1di "A as,.a n Aeo.. 1l I'd