The star of the north. [volume] (Bloomsburg, Pa.) 1849-1866, 1856-12-17

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place for everything, and everything In its
place." CA time Tor every thing, and ev.
cry thing in its iims.n Instead Of throwing
his books, pens, pencils, &c., on the desk,
regardless Of the noise thus Produced, LET
him, when he has done using thing, put il
in its proper place, carefully and noiselessly
Instead of walking over the floor in care
less manner, let him tread as lightly as pos
sible, making no noise thereby showing
his pupils that he is careful 10 do nothing
that may interrupt Them in their slud;es
and he will soon discover, at least in the ma.
jcrity Of his pupils, q disposition 10 do moth.
ing that will interrupt him or each other.
The tescher should not utter his com.
mands in a stentorian voice, as though he
were commanding an. army on the field of
battle. He should rather request than com.
mand for il a command is given in harsh,
rough tone, though the pupil spoken TO may
obey for the time, il will not be that ready,
cheerful obedience which is always TO be
desired, but the obedience yielded only to
stern necessity.
From past experience aud observation, /
am satisfied, that in almost every instance
where Teachers have faiied in school gov.
ernment, the fault has been in themselves,
and proceeded from want Of props, selt.
government
But while the discipline Of the school
room should be mild, and administered 10
the spirit of kindness, il shorld, never,he.
less, be firm and unyieldins. Laxily and
want OF determination on the part Of the
reacner VIII suuu be ufsrUvereu uy rno r~-
pills. II they are permitted 10 violate the
rules of the school with impuni,y once, they
will take tho same privilege again and
again, until their respect for the Teacher is
lost entirely, and the school room becomes
perfect scene of confusion, where good Or
Ger is unknown and the Teacher and his
laws have become objects Of ridiouls. The
Teacher has 1t in his power, by proper
course OF procedure, so to command the re.
spect aud gain the confidence of his pupils,
that it win be their highest aim, their ohieI
delight, TO do what he wishes.
]. may, however, become necessary 10
some instances, TO apply the rod, whsa all
things else have failed but this should only
be done as last resort, and then il should
be persevered in, until the desired end ID
accomplished.
ltis no, wise policy 10 apply the rod fol
every little misdemeaaor. This course ia
calculated 10 impress the pupils with tie
idea, that the Teacher delights in Furnishing
them and then his punishmenls are almost
worse than none at all.
But when the pupils See that the Teacher
Is driven 70 adopt this measure by necessity,
aud by their own dlsobedieucs, aud that ii
is administered for their good, and IN the
spirit Of Kindness, they will perceive that he
is but performing duty, which ie 10 him
most painful Asa consequence, they will
respect and even love him, end will after
wards be careful that there shalt be les.
cause for repetition Of this painful duty.
The school may thus be made place ol
order, neatness and pleasure the scholar.
will love 10 be there; and the Teachers po.
si,ion will then be mos, pleasant, instead
of an irksome one, and his work will be
| that
Delightful task To teach The yonng idea
how 10 shoot"
so well described by the poet sni so often
quoted.