Vermont phÅ“nix. [volume] (Brattleboro, Vt.) 1834-1955, 1857-12-05
Vermont Education.
Published under the sanction Of the State Teachers Com
mittee.
School GovERsNEsr-TuE SCHOLAR PoIxr Oh
VIEW.

hAncNon OF Tue state leachert
School GovERsNEsT-THE SCHOLAR PoINr or
VIEW.
There are many ways Of doing the same thing,
and some will prefer one way, and some another
but if two persons should happen to adopt the same
plan, it would really be matter Of surprise
Since, then, tastes and judgments differ 50 much
on all subjects, IL might we'll be asked Whose
opinion shall be the guide BY which to direct our
steps This question would he especially pertinent
to the subject of school government, for on this in
particular the opinions Of educators are various
Some would govern by the rod" others by "mor-
al suasion;' still others, by happy blending q
the two methods, so that The governed shall hard
ly know, whether they controlled by the fear
Of the "rod," or by the charm Of Glove"
But in every case. il should he remembered, that
II is one thing TO recommend what may be DONE
and quite another to do the thing recommended
Indeed, | do not think it is possible for teacher
to govern successfully by the directions Of another
The good teacher, like any one else, accomplish
ed most, when he works in his own way; he must
depend, chiefly upon himself, his own judgment,
and common sense; still, he should not reject, rs
worthless, the experience and advice Of others, for
by proper consideration of their views, be may
correct his own. The general suggestions Of "W.
S." last week, on school government, are worthy
Of the consideration Of all teachers old and young
he hit the root Of the whole matter-he heart must
be moved before the head will yield. If the teach
er secures the Glove, respect and "conhdence"
of his pupils, by manfesting an interest in them,
bis success is sure.
| wish, at this time, merely to particularize
practical principle, which will everavail the teach
err much, in governing his school. 1t is this; az
rays look at the matter in question, from The
SCHOLARS POINT OF VIEW, before deciding upon
the same.
We judge Of actions from the motives; il the
motive is bad, the action is bad; if the motive is
good and the action bad, guilt is implicit
may be but an error in judgment. And since there
is no absolute means Of determining the motive in
every case. it becomes the teacher 10 be slow, rah-
err than in haste, 30 condemn. General suggestions
- -. 80 how the teAver uiay be able
TO judge OF the motives Of his scholars, such A,
studying their dispositions and characters. but the
best and most practical way, is to suppose himself
in the place Of. the scholar, involved in the same
net of circumstances, subject to the same influences
and then consider what would most naturally be
his own feeling and tendencies. Such view would
help wonderfully in arriving at Just conclusion.
The scholar knows, full we'll, that the teacher is
uade Of flesh and blood, like himself. and that he
has human feelings, passions and weaknesses
hence, it is most absurd-as not unheouently is
the case-for him to rise up and plant himself on
his dignity" as on kind Of divine platform, free
from faults, and several degrees above his pupils
L do not mean that the positions of the teacher and
scholar are the same each has his own proper
sphere, which revolyes in its own orbit, with due
respect TO each other, and both subject to the same
aw-.jasiice.
Superiority Of intellect is, at once, conceded TO
the teacher, and, unless this prove a sham, 1t will
ensure r. spect, and be key to their sympabes
and confidence. From this very circumstance he
can the more easily transfer himself to the scholars
stand point and gain their belief in his good will
toward them; he can walk on the same level with
them; and yet be superior to them. The teacher
should not fail to let the school un lerstand, that
he is willing to make all proper allowance for En-
rors, and is disposed to excuse, as far rs possible,
their little foibles-not forgetting the demands Of
justice, while endeavoring to look from the pupils
point of view. When the scholars see that the
teacher is not merciless tyrant, but kind coun.
sellor and friend. that he seeks not to display his
power. but to manifest his good WILL there will be
no difficulty in controlling the school-it will con-
troll ITSELF which is the only perfect school govern
ment.
This is onlyin acco rdance with everyday human
nature, that man may unconsciously be led where
he can not be forced. This leads to the remark
that it is bad to talk much TO the school about gov
erning them. The more fuss the teacher makes,
the louder he talks about "order,' the more diff
cult il will be to secure it, The saying, Asis the
teacher, so are the scholars,' is but too true and
hence, II the teacher is noisy, the school will be
noisy. Throw the scholars upon their own honor
and integrity, and judge Of their action from their
own stand point and one element at least Of sue
cess will be gained. J.