The weekly Ottumwa courier. [volume] (Ottumwa, Iowa) 1857-1872, 1868-05-14
School Government.

was assigned me by the
acting President of our last session.
That the subject is q vital one, no
teacher will question. 1t is matter |
of moment to the pupil, to the par
ent, to the teacher. The teacher may
be conversant with text books, bu'
the profoundest erudition inthese, can
not atone for deficiency in govern
ment. The pupils proficiency, the
parents appreciation, the teachers
ultimate success in his vocation are
all involved in the subject.
The government of nation, or,
the government of family bears a
striking analogy to that of a school.
God designed that every scntient
being should be subjected to law, so
in wise governments like our own,
we see that the chief ruler himself is
amenahle, for "high crimes and mis-
demeanors," to the "powers that be-"
The Creator designed that parents
should govern their children, but we
see many instances where the divine
intention is thwarted; the children
govern their parents. Now if parents
did their duty in educating the hearts
of their children, and governing
their wills, the responsibility resting
upon the teacher would not be so
ponderous, and he could then address
his energies to the intellect alone.
We find many views and counter
views existing in the minds of edu-
Gators, in regard to both the "theo-
ry and practice of school govern
ment. Some advocate that the pu.
pills govern themselves" and when
they commence their school, have no
concentration Of rules to lay before
the scholars, but they say "now chill
dren you know what is right, hope
you will do it." Well, SO long as
there is no friction in any of the
parts Of the machinery-so long as
the scholars keep good-tempered-
the plan works admirably. 1t is not
long, however, until there are muir
murings, and a little further on there
are quarrelings interlarded with pro-
family; and just a little way further
on some big selt-wiIled boy takes UNI.
brage at another boy, which he
thinks he can master, and gives him
a sound fagelation. Now if the
teacher takes no cognizance of the
matter, perhaps the parents will
And should the teacher appeal to the
"better angel of his nature" and
nearly .kill him with Kindness"
novel mode of capital punishment
which is coming in vogue nova
days in many school rooms, why, sir,
the plaintiff would feel that justice is
Knocked; the parent, the pnblic, and
the very stones would cry out. The
relation subslsting between teacher
and scholar is like that of magistrate
and subject; or, it is like that of par
ent and child. In fact the teacher
stands lo-cum. pa-rentus. In him is
vested the Legislative, executive,
and judicial" authority.
Other teachers have wise and
wholesome laws, but no adequate pc
nal consequences. they have as
many laws as are to DO found in the
Pentateuch, but when they are read
from the teachers desk, like spent
balls, they fall forceless and harmless
to the ground, for the very reason
that they lack the first and most es-
sentiai element of law, VIZ: the pow
err of enforcement.
Other teachers have adopted the
no-law-and-no-penalty system in
their schools. | will adopt the same,
when have learned that all evil has
been extirpated from the human
heart. They tell lis that they have
bnt one rule, and that is that every
ne do right. Reasoning analogically,
why should not our State ignore her
statutes, abolish her Legislature, and
empower her Governor with discre-
tionary power to enforce this compre-
hensive law of all doing right.
Other teachers when they begin
their schools have their rules matured
and the first thing after organizing
is to read and explain. Nor can l
see any improperly in this, to me it
seems opposite and sensible. The
scholars know their duty and have
an incentive TIC do it. They also
know the consequences Of any in
fraction ofthe rules. "Where there
is no law there is no transgression.,
1t is not necessary to say to the
scholars "thou shalt not kill" or "thou
shalt not steal" nor, in our own land
schools Unnecessary to say |
"thou shalt not swear" but since all
trouble in school originate in secret
communication, it is of the utmost
importance to issue this edict: "thou
shalt not whisper I do not wish
= offer the least intimation, that any
teacher, can by any manner of
means secure perfect acquiescenec to
this commend, yet it is the paragon
ct which he should aim. As means |
TO this end every scholar should be |
4 hrovrv ~, L.. or,x, Lo~a~ 49,