Orleans independent standard. [volume] (Irasburgh, Vt.) 1856-1871, 1860-08-03
For the Standard.
For the Standard
EXPERIENCES AND OBSERVATIONS or SCHOOL
kEErIH6.
CHAPTER vn.-sc#ooL oovERNME

children and 6eggars--HIs first and
only sehoOI-Half dozen girls his es-
peciai annoyance--Rideh has hat-Make
him laugh and cry-!StiU governs : By
lore They pull his hair Gires ND
his theories and concludes 10 use the
feraLe--Lizzie is ambitious to Be the |
frst one struck. Succeeds-Her MOCK
humility and loud daughter ismisses
school aud retires from the profession
IN disguSt-FeeLs bad that he hurt
Lizzie. and naTTies her-.She takes
good care Of his properfy-Another
successfid tsaeher-Has no definite
theory Only definite rule, nerer sire
up to l.nsubordinotion-- example of
his success scith stubborn girl The
turning point Of her life.
Much nonsense has been uttered about
" governing by love" and governing By
fear" knew teacher once, who adopt
ed the principle that the only right gov
eminent in the school-room, was that of
moral suasion, or by love- he dis
carded corporal punishment altogether,
and said that NO teacher had right to
strike scholar This was his theory
before be had practiced at all. He was
one Of those easy, good-natured fellows
whom everybody liked. The milk of
human kindness oozed out Of every ex-
preston Of his eountenance, and every
word be uttered. He couldn't see child
lcry without himself shedding a tear; or
wronged, without taking his part. He
laughed as alphabetically and as east
ly as he cried. He could not say no
TO any one. A little teasing would get
from him anything that he had. Every
beggar knew him, and never appealed to
his sympathies without getting substantial
aid, even when be mistrusied that he was
the victim Of imposition. His first school
was one that had been well governed the
term before, and he had the best oppor-
iunity in the world to put his theory in
practice. But Ike most schools, it had
its rogUish boys and girls, who very soon
discovered his weakness. Some half-a-
dozen girls in their teens, were his espe-
cisl annoyance. They would ask him
all sorts Of questions for the sake of get.
up to his desk; would get his hat and
hide it; make him laugh when he did
not wish to laugh, and cry when be
would feel ashamed of il. But then, b
must govern Shy loves" so be thought
be would show them his interest in their
welfare, and try TO bring them to sober
duty by loving them" He would taks
special pains to assist those roguish girls
would 60 10 their seats and inquire if theJ
had any difficulty in their studies; (theJ
always had, Of course and, while b.
sought to relieve them, they would pull
his hair, or do something else to attrac
the attention of others. After while
even his easy temper was rufled. H,
! gave his theories TO the wind, and de
clared that " the first scholar he saw do
ing mischief be would surely ferule.
{ Lizzie, one of the half-dozen, whispers
u TO her seat-mate, /" I am bound TO be tbs
one-scream, nov. when / pinch YOU.
" The action Immediately followed. and
scream attracted the attention of til
whole school. What is the matter?
cries the teacher. Lizzie pinched me,
Is the prompt reply. Come here, thi
minute, says the teacher. Lizzie come
Immediately forward. /" Did you pine
Sarah 7" Yes, sir" in mock humilit
IS answered. Hold out your hand.
A gentle tap, not hard enough to kill
mosquito, is given. "Oh, dou'tl" say
= Lizzie, "you hurt me-" The tear
are already in the teachers eyes as B
says, You may 60 to your seat Sh
turns, and bursts into a loud, ringin
laugh, in which the whole school ioir
The teacher dismisses the school in di:
gust, and sends bis resignation 10 th
committee that very night. He neve
attempted TO teach afterwards; but b
told me that he never felt so mean in hi
life as when he was striking that girl
hand, and, as she plead with him, he wa
almost ready TO fall on his knees and as
her pardon He subsequently Marie
y this Lizzie, and she makes him an exec
lent wife, defending him from many a
tacks OF beggars, and keeping his pror
erty in such a state as comfortably
!" support his large and increasing famil,
: This is perhaps an extreme, but fitt;n
l. illustration of governing school < b
Is love-
ID know another teacher who was vor
derfully successful in bis efforts at scbo,
government. He had no Fixed theory
Is used the rod il be thought it necessar,
< or adopted other modes of punishment
I. His only definite rule was. q Ney,r civ