Fremont journal. [volume] (Fremont, Sandusky County [Ohio]) 1853-1866, 1853-02-05
From the Ohio Journal Of Education.
GnYnrnmRnt In SChOOlS.

In every system of government there must
be governor, and the governed. The same
is true in relation to schools The former, is
the teacher and the latter, the taught Ev-
cry governor should have been well governed,
and hnow well how to govern himself, in or
der that he may govern those under his care.
Every TEACHER should bear in mind, that he
is dealing with rational, thinking, reasoning
beings, and should treat them as SUCH He
should endeavor to make them clearly under-
stand that it is tEer duty to do what he re-
quires, and it will be cbeerfuIly done. The
obligation of duty, is as much stronger incen-
tive to do right than the prospect ofa reward,
and much more effectual than the fear of
securing obedience and res
pect. The principle Of duty may be urged
upon the young, by frequent appeals to their
conscience There is in every human being,
natural, inherent preponderance TO do right
and the pendulum Of every heart IS inclined
to gravitae towards virtue. The principle
of right, is surely fixed in every heart, and
by proper culture, will germnate and grow
into vigor and iuxuriance The willow branch
of childhood is easily bent, and made to as
sumo any direction, but the oak that has ap-
pioxmated to maturity, is stubborn, and re-
fuses to yield to the hand of instruction.
Encouragement is another great element
in the government of a school. Kind words
and litlle commendaton, mot flattery,) are
great stimulanls in the school-room. They
secure the good will of the scholars, and cause
them to feel that their good conduct is ap-
proved. A teacher should always be ready
TO appreciate the right and disapprobaie the
wrong, though more forward TO approve
than to condemn, and should always see the
good actions of his scholars, if not all their
bad ones. He should express his approval,
not grudgingly as though it cost him an ef-
tort, but cheeriulIy, convincing his scholars
that he appreciates and esteems their con
| duct.
a teacher should never lire his scholars,
Rewards, and more especially pecaniary re-
wards, tend to make them labor solely for she
reward, while the love of knowledge hould
itself. be sufficient lure, from the considera-
ton that knowledge is the only proper re-
ward knowledge should be sought for the
benefit it bestows, and not for some other oh
ject held out as reward.
Never punish scholar by trying to de-
grade him. A teacher should not be given
to iaultbnding The surest way to discourage
scholars, is continually to find fault, and un-
derrale their abilities. When the teacher
has 10 correct be should make his scholars
al! feel that 1t is right, and that he is doing
his duty. If the offender feels this, he will
need less punishment, and even feel grateful
To his teacher for infilcting less than he i'm
agines he really deserves. A twofold advan-
tage is thus realized. The teacher retains the
affection of the scholar. and secures his obedi-
enco in the future. Corporal punishment
should only be resorted to in extreme cases,af-
ter all other means have proved aborlive; and
the outlandish practice Of compelling scholars
TO stand on one foot, hold up billet of wood
lie on the floor, sit under the table, cts, can
not be to severely abominated.
| Were | called upon to give in brief what
the experience of several years in the school
room has taught me- and what consider the
best rules for governing a school; | would
say, govern BY appealing TO the duties that
conscience imposes, by approaching whatever
yos see that is right. by bestowng no re-
wards Of pecuniary nature, by showing no
partiality, by no scolding or threatning, by
using the rod only as dernier resort, and
as the only means Of corporal punishment;
and above all things, by setting an example
before scholars, worthy of their imitation.
A teacher who pursues this method, will be
loved and esteemed by his scholars, and will
certainly secure their obedience and respect
J. w. LoNGBoN.
Piketon, Ohio. January 1853.