Washington telegraph., 1850-11-20
EDUCATIONAL ITEMS.
NUMHER ".

SIDIe lOr d fedSOtldOlt ocSISe ot iNrO"C-
ment upon the part Of their pupils. The
parent, of course, expects the teacher to
exert himself to the utmost of his ability
TO educate his child mentally and morally
flor education implies both.) Should the
teacher fail in the performance of his duty,
no hesitation is manifested in withdraw
ing the child and placing him at another
school,
1t will be readily acknowledged that
the teachers position is one that involves
an Important and delicate trust, and one.
too, that requires on his part, no little
personal effort, great industry. and con-
tinual watchfulness:-and this suggests
another very essential requirement OF
good school. With this amount ofrespon-
siblity resting upon the faithful discharge
of the teachers trust, corresponding
degree OF po,Uer over the pupils habits
and actions. should be unhesnatingly al
lowed.
In the management and government
of a school, the teacher must act apon
some well-digested plan, some properly
defined system Without such system,
his efforts to advance the best interests
of his school, cannot be attended with
any marked success. A system implies
the creation and proper execution of
certain laws. The existence Of laws,
without the power to enforce their ex-
ecution, is an absurdity. The question
! then offers itself for consideration,-has
the teacher the power necessary to the
full and faithful performance OF The duties
| connected with his responsible vocation!
Has he power TO act out his system
and enforce the performance Of its provi-
sions!
AS schools are usually conducted, am
constrained to acknow ledge, that teachers
occupy very false and unstable position
between parent and pupil;-without the
| full confidence Of the parent, aud with
little or no power over the time, and
habits, and mind, of the child.
Let me illustrate this point, so tha: my
position may be clearly understood
Teachers well know aud lamen' the fac,,
that schools. nowadays. depend too
much for their success, aud continued
prosperity, upon the pupils. Ifyou please
them. the parent seldom enquiries further.
and rests satisfied with teacher and
! school. If, in the correct and faithfnl
performance Of duty, children (as is often
the CASEY become prejudiced against the
teacher-the parent sympathizes with
the child, or, at least, does not exert HIM
self to support the regulations of the
! school,-and the authority of the teacher,
thus unsustained by the proper influence
| at home, becomes weakened and finally
| lost.
Experience has taught me that school
children may be comprehended i'll three
general classes:--frst, those who are
| strictly honorable in every matter pertain
ing to department. and always desirous
of complying with the acquisitions of duty
whatever they may be:-secondly, large
number who have the desire to do we'll.
and gain the appreciation Of their teach
ers and friends, but who, either from
want of stability or uniformity Of charac-
ter,-or Incidence, are sometimes studions
and ohedient-of!en,ime careless and in-
attentive:- thirdly, children that never
| appreciate all the teachers Kindness and
toll, and care little or nothing for their
standing in school, or their progress as
scholars.
Now. if the teacher possess in any
degree the proper qualifications for his
office, he need never have any difficulty
with this first class,-tor they are ever
ready and willing to perform the tasks
assigned them. and if, at any time,
through inadvertence or even occasional
neglect. they fail i'll duty, they suffer the
penalty with cheerfulIess. knowing how
much the success Of the teachers work
depends upon the proper enforcement Of
the various provisions OF his system.
Oftentimes, however, does the teacher
come into collision with the other two
classes. A badly prepared lesson. or
direct violation of some well known rule,
calls for remark When made in the
spirit of kindness, it is sometimes effect
ual in awakening the child to sense o!
duty ty.-sometimes. however. it fails of
producing this effect, and the pupil
though mpelled-pays reluctant aud
tardy obedience. With pupils of the
ercise of kindness and authority most
usually preyai.s;-wIth the third class.
it never does,-they remain wilfully dis
obedient, careless, and regardless Of
every consideration that should prompt
to exsrtion. except that OF stern compul'
sion.
With all these different elements to
control. elements. too, SO widely diverse
and so antagonistical,-it will be per-
ceived that the teacher occupies very
delicate and difficult position. requiring
no little skill, forbearance, and power,
to maintain.
A pnpil of this second or third class
fails in some duty,-is refrimanded by
the teacher, and in consequence. feels
very much aggrieved and insulted;-car-
ries cOmnlaint tn the pa renr with oil