The Cadiz Democratic sentinel. [volume] (Cadiz, Ohio) 1854-1864, 1857-11-25
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Communication.
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Rsll a IL 7serlsss .4ssoriation, AZ HarnsElls,
~ NcsrNlsr IA 1851.
fEl1og TkAcnxks.--You wish us 10 givo
r eur IDEAS upon Sea0Ol GoFernnens Well. here
thsy ArS without spOlogy: Government--what
isity There are several kinds Of Government
Now tho question is. which Of these. is the Lcstt
far School government We hold that School
Government should be strictly absolute and yet
entirely republican. i should be strictly Rbso
Inse with regard to Directors, Parents. Guardi-
ans, or any one else, not attending the School
room as pupil; We hold that in regard to these
The teacher should be strictly an absolute mon
arch. Our reasons are various; We viii give
one or two; In the first place, no director, pa
rent or guardi mean be as well acquainted with
the government ofa school, the handspring Of
all the motions, actions, &C., ofthe complex ma
ehiRery, (ifyou will allow US the term) called
school, As..the teacher; and il after the teacher
gets all started in harmony, one is permitted TO
make little alteration here another there,
there viii be a great deal Of jaring and discord
until finally, the whole machinery starts and
goes OF itself without regard to teacher, or any
one else, and it depends entirely upon the mate
pal the machinery is composed of whether it
goes to ruin or not; and it is most likely where
discord Is produced by the interference ofoutsi-
ders. that ruin is the consequence. And then
the teacher is set down as incompetent to gov.
3 4sIn or control. But il be is made of the right
kind Of material he will not let this discourage
him; ho will 60 to work to reform directors pa
rents, guardians, &C., have institutes public ec-
tures &C. Our second reason for absolute gov
ernment is, that no director, parent or guardian
can be more interested in the advancement or
welfare oCpupils than is the true teacher. And
it lis the duty of parents to see that they have
ssvee teachers before putting tho rein Of govern
luent in their hands. ra..
But in regard to the pupils wc hold that the
government should bo strictly republican. We
Americans cannot bear control. The stubborn
unconquerable spirit Of rebellion is aroused as
saEythpg beginsto assume dlctatoral appear
sance. Then shall we blame young America for
maniesting the Same disposition? No! We
weuld glory in it. We would admire the
child that would rebel against the the teacher
prophesy that, that child would never be me
NAL But every child does not possess this mo-
ble spirit. Some who would by proper cul-
ture become the noblest OF our. land, would shriv-
-el and shrink into obscurity ! have no doubt
but that there are many now, who have arrived
ut tho years of maturity could, if they wished
tell Of many noble aspiration, that has been
crushed by cold authority Butto our republic
can government. We would say to those who
insist upon having laws and regulations laid
down for theft pupils to be regulated or govern
,cd by, by all means have the scholars to make
4heselaws and regulations themselves. First
talk to them and convince them what will be
9ortheir best interests; and then have thom
make laws &c, according to Parliamentary US
cage. This is what we call republican govern
1nsnt in school, 1--WE would here explain that
this idea is not our own; but We think it a good
sone) We will now give our own plan OF gov
ernmentI We do not gope,a, we teach When
we first enter school room Of strange children,
we greet them as strangers, (for they are Stran-
gers, and we would have no appearance but all
'reality.) The first day or two we hear our
scholars recite the usual routine of studies; find
out as near as we can their qualifications and ca
pacities. Get along this way perhaps for week
ertwo; by time we can Invidualize each scholar
not only their external forms, but can read
their thoughts, hopes, fears and aspirations; be
yin to take an interest in each individual. Now
we begin to work upon their self appreciation. -
Perhaps some one comes to US telling us ofsome
wrong act ofa schoolmate. In low, snbdued
tonew question that pupil until We trace up tc
the motive that prompted him to come. to us
we generally find that his face crimsons with
shame, as some malicious idea flashes upon his
mind, as having prompted him to come to us
Then we tell him how mean; show the act il
the meanest light possible. Thus in every
word and act try to stamp high tone OF mora
action on their minds; and, at the same time de
everything to teach them to love each other
After we have this foundation laid, we teacE
them to love us. This is no difficult task, mos
likely we have them taught by this time, for !
is principle in human nature, that we becom
attached to what we are habitually with--ili
is only the trees or dwelling that surround US
then much more become attached TO young chill
dren, looking to us for guidance and direction
Well, as soon as we become attached to them
they respond to it. By this time, they all know
what we consider violations in school. The,
also learn certain looks from u.s. or movement
Of tho hand, SO that we can avoid any talk--on
" what is necessary in instructing. The rea
son we use signs instead fthe voice is, that W
do not become exhausted so soon; and also iron
the fact that the quieter we are SO the pupil
will be. Walk on our toes, no slamming 9
doors. We do not assume any dignity all thi
time. If we sec anything to laugh at, we laugh
Now, we begin to feel deep interest IN eac
pupil We do not try to convince them tina
we are willing to undergo any privaton lo
their interest,or that we love them; but we real
" do those things which is the most forcibl
argument wecan produce. We soon forget eV
cry thing but the little school room Some
times We think that the peatbig busting worl
viii think that ours is but small business; bl
seretire again and think Of the relation Of cac
Individual that we are putting in action, su'
tains 10 this world, andeome to the conclusion
that..we are not engaged in q small business a
AR an. Then we think how incompetent 4
~, task. but we know that to liBe is to be ri