The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1868-12-03
educational Column,
ORGAN OF THE KENosHA COUNTY TEACHERS
ASSOCIATION.
Letters to Teaohers---No. l
SCHOOL GOVERNMENT.

Ny YoUNG FRIENDS For the first
time, perhaps, many OF you have assumed,
with all its responsibilities tie position
of teacher. Before engaging upon the du-
ties connected Herewith, you looked for
ward with much concern, and quite probs-
ably not little trepidation, to the first
day Of this first term; and it is not i'm
probable that the question How am / to
govern my schools" was uppermost in
your mind. Allow me to say that the sub
iect was we'll worthy of your considera.
ton
One Of the principal requisites of
success in teaching-indeed, may say the
most essential qualification, is the faculty
of controlling the rebellious spirits under
the teachers charge. Without this quail
iGcation; no one can succeed, however
well prepared in all other particulars We
are all acquainted with individuals Of
whom, previous to entering upon the pro-
fession, we had "great expectations" but
who, when the test came, failed most ig-
nobly. Others, who barely passed an ex-
animation, and to whom the Superintend-
ent granted license, possibly with many
misgigings, have met with the most graf
flying success. A little judicious inquiry
into the causes of failure and success in
these instances, will convince any one that
l speak within bounds in making the
statement that the most essential of a
teachers qualifications is the faculty of
g0r6rniRg a school.
In prosecuting these inquiries, we are
| likely to discover that in general, those
who have failed through lack of govern
ing power, entered upon a discharge of
the teachers duties with as much earnest
ness as those who were more successful
| We alsofind these two classes TO have ideDt-
| ical views in the matter of school disc :.
! pline, and the objects to be attained there
/ hy. From this we must necessarily draw
| the conclusion that there is, so to speak,
such thing as tact in the management of
aschool, as well as III the impalting OF in
/ struction. The question now arises, can
this tact be acquired, or is it natural
gift, exclusively think it may, to some
degree, be acquired, and the object of this
letter, is TO throw out few suggestions,
which seem to the writer to have q bear
ing upon the subject
1t is a matter Of the first Importance,
that this principle be recognized, not on
" by the teacher and district board, but
also by parents and pupils. The sch ool-
room is a nonaFchy--not limited, but alb
solute. The teacher is the. ruleF. No
other person, not even the Superintcnd-
ent, has directly any authority there. The
teachers word is law. But he is not law
maker only he is also executive.
THIS being the case the teacher is to
consider, first, what laws are necessary and
second, what laws can he enforced and
the law-mabing power should be greatly
influenced by the law-enforcing power.
| In other words, a teacher should neger at
tela1t qrAQt he cannot accomplish. He should
use no idle words He should say just
what he means and do just what he says,
In this respect he cannot be too papticus
lar He should at all times speak to his
pupils IN respectful manner, and insist
upon return of respectful language from
them. If "a pupil does well, it ordinarily
does no harm for the teacher to exhibit a
knowledge of the fact.
If, in addition to the above, the teacher
makes it point to do but one thing at a
time, and to accomplish this just as soon
as possible, the probability is, he will be-
come successful in all respects, and add
dignity and honor to the profession OF
course there can be no set rules to guide
a teacher in the government of the school
but it will be found that the principle SO
often expressed that a teacher should be
mild but fru, is the interest nonsense.
It is better to be firm first, and the teach
er who acts upon this will find but little
necessity for being anything else than
| mild.
With much respect, am truly yours,
p. EDA GOGUE.