The star of the north. [volume] (Bloomsburg, Pa.) 1849-1866, 1866-01-03
4 School.


Success or failure of individuals in any
avocalion of life depends almost exclusively
upon the amount OF knowledge which The
person may have gained concerning the
particular work which is to be accomplish
ed and he peculiar nature of the thing to
be worked with We know that the busi-
ness or trading class OF people in the coun-
Try never undertake 10 act in anY business
or matter Of speculation, without first Civ
ing 6ue and careful attention to all possible
contingencies that may arise while carrying
out the proposed object. No careful man
enters upon any work without these
thoughts In many instances weeks, s,monihs
and even years are spent in diligent thought
upon some object IN contemplation.
This being true, concerning The ordinary
pursuits in life, we address ourselves to
teachers OF common schools, and ask them
if il be not also necessary TO success, that
one upon assuming charge of school
should study most diligently the work TO be
done and the probable impedimenls which
may arise in his path of duty. Should a
teacher not study the component parts of a
school, aud The variety of forces which are
therein centered and combined, and oper-
aliDg continually either for or against the
best interests of the school and the vicinity
as also o! the teacher himself. This being
The course which we suppose every teacher,
with honest intentions, should pursue, we
propose 10 undertake herein and in iuldre
articles, the suggestion OF a few ideas,
concerning the operating forces of schools.
and necessarily the duties oil teachers and
others interested in the progress of educa-
lional institutions.
Tie hrst inquiry OF how one intends to
engage in the responsible duties of a teach
er is;-Wket is a school! A natural re-
ply would bet is place where pupils
are assembled for The purpose of receiving
instruction. The INDECENT teacher might
stop here, and imagine this enough for him
TO know a present. But does a careful man
when about TO embark in business, as
merchant, merely ask, what is merchan-
disc? No; he searches the iniricscies of
The merchants calling and is not content
I'LL be feels perfectly competent 10 act in
such capacity with success. Thus we ere
lead 10 inquire into the component parts OF
a school and learn the forces acting in con-
junction with the teacher and the manner
il which tney act.
Here we seem to be almost overwhelmed
by The consciousness of duties 10 be per-
formed, in order 10 harmonze the discord-
ant elements of a common school. We
learn by analysing school lha, it is made
OF many combinations. The teacher being
The ruling or governing, and instrucling sle-
ment be becomes The most i'm porlant. and
the one upon whom devoIVes The highest
duties, for il The teacher does not work for
The greatest good OF the school no power
can make it beneficial to pupils and the
community.
The pupils are found 10 be the next in
i'm mPortaGce; their immediate presence OF.
Grating directly and at all times These
two parts form the school apparent. But
there are forces operating continually and
with powerful effect, which although moi
seen in the persons Of the parties acting,
are felt by the teacher and pupils, and add
o or delract from tie progress of the
school. They are, the Directors operating
in their official capaciiy:-ihs parents OF
pupils, operating through the media of their
children ;-and ihe expressed public opin>
ion, relating to the teacher, personally or as
teacher, the directors, or the pupils.
The effect and manner in which these
forces enter the school should be alleuIively
considered by every teacher.