Orleans independent standard. [volume] (Irasburgh, Vt.) 1856-1871, 1860-07-27

e0ttN ttt gfeut OOyectS- ~ SCHoOtS- W.
.jectS stated Government of brute force
defeats these o9ects-.Schools thus goU-
er1sed, a positiUe csrse to society The
schoOL-room, a prison-house" -
Schools not governed are a failure
The schooI-room, place for a Jolly
good time" Schools poisely governed a
Sltccess-The school room a place of
Uitat moral actioR-A government Of
intelligent force needed QuaLfca-
tons for administering such goUern-
aoent-7He creeping Uine--Mustra-
tons IN succeeding numbers.
A wise government, is essential to the
highest good of any community,-moral
government, to restrain vice and promote
virtue; civil government, to protect the
rights of man and advance the social
good; family government, to preserve the
peace Of homes and lay the foundations
of social virtues associational govern
ment, to preserve the harmony of asso-
citation and advance the interests for
which members are associated. The
principle is of u,siversaI application. In
no community Is wise government more
necessary than it is in a common school.
In none is it more difficult 10 secure it
The government needed is that which
best harmonizes with the great objects of
the common school and most tends to Sc
cure them. These objects are, primarily,
to train the young for usefulness to
mould their characters so that they may
grow to excellence to smooth off the
roughnesses, root out the evils, and incul-
cate the correct principles of action /;
secondarily, to impart instruction in the
rudiments of science awaken a thirst
for knowledge, and start the mind in the
pursuit of investigation.
To harmonize with these objects the
government must not be that of brute
force. A government of brute force would
not only fail to secure these objects,
but most efectually defeat them. have
known schools, in this way, that were a
positive curse to society; yet, some would
call them model schools. Pupils were
kept still on their seats, did not dare to
move for fear of their masters, did not
aohisper, went through the mechanical
routine of recitation and did everything
in clock-work style; but they hated their
masters, cared not for their instructions,
and rejoiced when they were freed from
their priSoR-houSe." | have known
schools, not governed at all; pupils did
as they pleased without regard to order
or interest, made sport at their teachers
efforts, and regarded the school-room as
a place to have "jolly good time"
have know schools wisely governed
Pupils were kept as quiet as the interests
of all demanded, looked up to Their
teachers with respectful confidence, went
through the exercises of recitation, moi
as a mechanical routine but with Lveh
interest, and did everything, not like deao
macaine-work, but with a vital mora
agency. The government of these
} schools was that of intelligent force. NJ
rules were laid down but those which
were necessary to secure the great OBJ.
jects of common schools pupils were
led to see their utility and to obey them
from mot5UeS of regard to the genera
good as well as self-interest, and, when
ever 1t was necessary to punish viola.
tion OF rules, the offenders were led IL
feel that the object of punishment was fol
good, and not for rerenge or to CRAFTY
any feeling OF pride of authority.
10 secure such a government certain
essential qualifications must be possessed
by teachers and put into active use
They must have a realizing sense of the
great objects of schools, and qualifications
commensurate with those objects. They
I must have love for their calling, &
hearty interest in their pupils and al
honest purpose to advance their bes
good. They must impress their owl
7 vitality upon the minds of their pupils
9 which they may do by devoting thei
Y energies to this end. They must show
: a hearty sympathy in all the trials o
pupils and kindly help them to put fortI
/. their powers to surmount every obstacle
They must be firm against every rebel
r lion to wholesome authority, and in tn
5 first instance maintain their position
without wavering. They should Away
3 punish with prudence and decision, ye
) in sorrow, never with rashness and il
e anger. In determining the mode Q
!. punishment in any particular case. the,
: consider, not only the nature of the Of
}, fence, but the characteristics of the Of
!. fender and the influence upon the Who'll
school, adopting that mode which IN thu
0 instance seems best adapted to reforr
: the offender and maintain the prosperit
q OF the rule and the punishment with th
r school. Train the creeping vine agains
d a marble wall and it will shoot out il
a tendrils in all directions, seeking for som
: crevice upon which to fasten, but failin
e to secure the desired end it loses its as
I