The Middlebury register. [volume] (Middlebury, Vt.) 1850-1882, 1857-12-02
Vermont Education.
Published under the sanction of the Committee
Of the State Teachers Association.


SCHOOL GOVERNMENT THE SCHOLARS
POINT OF VIEW.
THEE are many ways of doing the
samo thing, and some will prefer one
way. and some another but If two per
sons should happen to adopt the same
plan, it would be matter Of surpris se.
Since, then, tastes and judgments differ
so much on all subjects, it might well be
asked. Whose opiniop shall be the guido
by which 10 direct our steps This
question would be especially pertinent
to the subject of school government, f'r
on this in particular, the opinions Of ed
ucators are various. Some would govern
by the rod" others by moral suasioni"
still others, by a happy blending Of the
two methods so that the governed shall
hardly know whether they are controlled
by fear Of the rod" or ty tue cha arm
of = love"
But ia every case, it should be re
mcmbered, that it is one thing to recon
mend what mag be done, and quite an.
other to do the thing recommended To
deed, do not think it is possible for a
teacher TO govern successfully by The di
rections of another
The god teacher, like any one else,
accomplishes most, when he works in bis
own way he must depend, chiefly upon
himself, his own Judgment, aud comm
sense; still, he should not reject, as
worthless, the experience and advice of
others, for by Il proper consideration of
their views, be may correct his own -
Tho general suggestions of "W. $ last
week, on school government, are worthy
| Of the consideration of all teachers old
and young he hit at the root of the
whole nattef-'he heart must be moved
before the head will Weld IF the teach
or secures the 'love,"' respect" and 'con-
fidepce' of his pupils, by manifesting an
i, terest in them, his success is sure.
I wieh al this time, merely to partic
ulnrize one practical principal. which will
ever avail the teacher much, in Cover
ming bis school. I, is this aiioays look
at the nsutter IN question. from the
SCHOLARS POINT OF VIEW, before deciding
upon the same
We Judge of actions from the motive !
If the motive is bad. the action is bad if
the motive is good aud the action is bad
no guilt is implied-it may be but an
error in judgment. Aur Stree there is
no absolute means Of determining the
motive in every case, it becomes the
teacher to be slow, rather than in haste
to condemn. General suggestions might
be made, as to how the teacher may be
able to judge Of the motives Of his scho-
lars, such as, 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
net of circumstances. subject to the same
influences, and then consider what would
most naturally be bis own feelings and
tendencies. such view would help
wonderfully in arriving at Just conclu
sion-The scholar knows full we'll that
the teacher is made Of flesh and blood,
like himself and that he has human feel
inss, passions and weakness es; hence it is
most absurb-as not uufrequent!y is the
case--for him to rise up and plant him
self on his dignity" as On kind Of di
vine platform free from faults, and sew
eral degrees above bis pupils do not
mean that the positions Of the teacher
and scholar are the same ; each has his
own proper sphere, which revolves in its
own orbit, with due respec. to each
other, and both subject to the same law
justice.
Superiority of intellect, at once, con.
ceded to the teacher, and, unless this
prove a sham, it will ensure respect, and
be key to their sympatbies and conf
dence. From this very circumstance he
can the more easily transfer himself tC
the scholars stand point and gain ,heil
belief in his good will toward them h'
can walk on the same level with them
aud yet be superior to them The teach
er should not fail to let the school under
stand, that he is willing to make all pro
per allowance for errors, and is disposed
to excuse as far as possible, thei litil'
foibles-not forgetting the demands 0
Justice, while endeavoring to look from
the pupils point Of view When to-
scholars see that tie teacher is not
mercless tyrant, but kind ccuncello
and q friend, that he seeks not to dis
play bis power, but to manifest his goot
will, there will be no difficulty in coutrol
ing the scbool-it will coItrol itscl
which is the only rerfec, school govern
ment.
This is only in accordance with every
day human nature, that a man may VI
conciously be led where he can not b
oroed This leads to tho remark tina
it is bad to talk much to the school a
bout governing them. The moro fus
the teachers make, the louder he talk
sbont "order," the more difficult it wi
be to secure il, The saying "As is th
teacher, SO are the schc lars" is but to
true, and hepce, il the teacher is noisy
the school will be noisy. Throw tb
scholars upon their owV-honor and intci
rity, and judge Of their action from thei
own stand point aud one element at leas
of success will be gained. j.
"My dear Tom," said old Sheridan