The spirit of democracy. [volume] (Woodsfield, Ohio) 1844-1994, 1855-08-01
60ueational.
For the Spirit of Democracy.
School Government.

the good teacher, is consideration of the
first Importance; for without it no good
can possibly be accomplished. A person
may possess all the other qualifications OF
a first rate teacher, and yet if he lack the
power to govern properly, he can do but
little good in the school room. All,
believe, are willing to agree that the abil-
ity to preserve order in school is second
to no other qualification of the teacher,
and that he who cannot properly govern
his school is unworthy the position he
occupies. Many, there are, who would
make this the only standard by which to
Judge the teacher; and, with them, he who
can keep the children under the best SUBJ
Ijection is the best qualified for an instruc-
tor; and is the man for them, whether he
can do anything else or not.
Most persons, on visiting school, pay
no attention to the recitations their whole
attention is to the order. When they
leave the school, if you ask them anything
concerning it, they will answer you, that
"Mr. A. is good teacher, he has such
excellent order, the children all mind him
so well," or that "Mr A. is not fit for Q
teacher, because he has no kind of ordes
ne pays no attention to anything but the
recitations, he lets the young ones do just
as they please, &C. Then seeing that
order is so much looked at by our patrons.
it becomes us as teachers, to pay consid-
cradle attention to this all important part
of our work. In the first place, we should
all know what order is. But alas of
whom are we to inquire. For while all
seem to agree as to the necessity of order;
all do disagree as to what constitutes good
ORDER in the school room; and we have
nearly as many opinions as we have
people.
There are some who think that, while
in the school room, children should be
made to sit "bolt up" still and quiet as
statues; their eyes riveted upon their books,
from morning till noon, and from noon till
night; and that the room should be so
still, that in their own language, "Yo ou
could hear pin fall" and that nothing
should be heard but the stately tread Of
the teacher, as he loftily stalks amongst
his little flock of timid and covering pupils;
or the thwack of his heavy "hickory y
which he carries, as an emblem of his
authority, as he, ever and anon, brings it
down upon the floor or desk, to frighten
juvenile offenders, or across the back Of
some unruly urchin as terror to evil
doers.
There are few, however, who are not
SO strict, and think that if the pupils learn
rapidly, that it is not very particular about
the order. There are, again, some who
do not seem to care either for order or
learning, and l am sorry to say not few.
But there is another class, and the one to
which belong, and I am not certain but
that I am the only one, that are more
liberal, and think that whenever teacher
secures such order, as best suits himself
and at the same time advances his pupils
rapidly, he has done his duty, and deserves
the appreciation of his patrons and his
conscience. For we well know that it is
impossible to suit everybody. In this, as
in everything else, every man has right
ito his own opinion, and until we can all
come to the same conclusion, as to what
constitutes good order, we should not ask
the teacher to subscribe to our opinion.
have one opinion upon this subject, my
neighbor has another, some person has
a third, and it is impossible for the teacher
to please us all. / have as much right to
give way as my neighbor, he as much as
another; so that think the better way is
to give up our opinions, and let the teacher
pursue that course which he thinks best
calculated to promote the good of bis
school. Certainly every teacher, who is
worthy the name, is not content to have
a noisy, boisterous, brawling school, and
will strive with all his power to preserve
good order, and if. he cannot preserve
order in one place, let him try some other
place, or some other means, and il he
keeps on trying he will, without doubt,
succeed. If a teacher does not fully sat-
isfy himself, he should not be blamed for
lit. I believe it is right that he should
discover his errors in government, for then
he will certainly make renewed exertions,
to more fully prepare himself for his inn
portant duty. I must say that never
was satisfied with my government; although
I did the best / knew, still could dis
cover defects, and should a teacher tell
me that he is perfectly satisfied with the
order that he maintained in his school, /
should think that he had become careless
and negligent, and did not pay that atten-
tion to his business which he should; for
we are all faltble lsings, very aptto make
mistakes, and if we closely notice our past
conduct, We can generally detect them; if
too late to prevent. still in time to secure
Jus against their repetition.
/ After = teacher has settled in his mind
the degree q order necessary to insure
success in his school, the next considera-
ton is, How shall he obtain and preserve
lit? Upon this, as upon the Others, there
are a great variety of opinions. Some
think that, to secure good order, a free
use of the "hickory is necessary They