Vermont phÅ“nix. [volume] (Brattleboro, Vt.) 1834-1955, 1857-11-14

SCHOOL GOVERNMENT
am glad TO see good beginning made I'M
der the invitation of the Committee of the State
Teachers Association. | refer to TIE commu-
ncation Of n. g. G., which has appeared in sew
eral Of the papers, under the caption, /" Get a
Good Teacher" very important subject, ably
discussed hope We shall hear from n G.. c.
again on the same subject
There is remark in the article in regard to
female teachers, which suggests a few thoughts
that would like 10 utter. In comparing the
value of male and female teaching, the writer
says: "O,her things being equal, the male
teacher can maintain in himself calm dignity
of manner and secure reverence for just au-
thorhy in the minds of the scholars, better than
the female, becluse known to be able to inforce
obedience. when not checrfuy rendered" The
meaning and force of this sentence turns upon
the word because" in its connection with abi-
ity to enforce obedience" This brings up the
question with regard to force and moral nHu-
ence in their comparative efficacy, as instruments
of school government. This is intrinsically a
very important question, and it has an added
importance by reason of its connection with the
question as to the relative value Of male and |e-
male teaching. Let me make few suggestions
in connection with these questions.
In the part of his article preceding the quota
ton ] have made, N. g. C. saws, at is no,
enough that your scholars learn something. read
better, and 20 through the arithmetic the more
important part of the teachers influence is upon
their habits and character, in refining their
tastes, and inducing respect and regard for cdu-
cation, and for all that is good and worthy in
word, in the impulses for good that silently 90
out in all directions, from the really good terch-
er. who at once commands The respect and lore
of his pupils"
have iacised two very significant paris Of
this quotation. I thank N. G. G. for bringing
out and giving prominence 10 these Thoughts
the impulses for good that silently 60 out from
the good teacher, and their power IN command.
ing the respect and love of his pupils.
Respect and love Nothing can be done in
the way either Of instruction or government
| ""hout 'heih' iHtrt may DC an apparent at
lention to the studies prescribed, but if the
teacher is an object of dread, rather than sfTec
ton, it will be constrained, unnatural and de.
fec'ive. So there may be constrained, rcluct,
ant, sullen obedience, without particle Of the
true spirit of obedience.
How, then, shall respec, and love be secured
This is the great question, To this N. G c
has given the true answer, namely: BY the i'm
pulses for good that silently go out, in all drec.
tons, from the good teacher.
These impulses for good are various, subtle
and complicated They may be summed up il
one word-CHARAcrER. That is, distinct anG
wei defined moral and intellectual qualities. II
how many ways may character be brought out
so as to make an impression. 1t sits OIL the brow
it looks out of the eyes, it beams from the coun
tenance, IT utters itself in the voice, it moves il
the step. 1t creates an atmosphere-an atmos
phrre that will fill school room with its infiu
enee Children are generally gnod judges o
character. They will read and understand thcil
teacher, whatever else may or may not b. rcat
and understood by them.
' Now what are The leading elements Of char