Wyandot County Republican. [volume] (Upper Sandusky, Ohio) 1869-1903, 1869-12-17
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CAREY, O., Dec. [, 1869.

\
I noticed some ideas that should
engage the attention of every active
teacher, and since our friend, the
editor, kindly offers us a column, we
should by all means make use of it.
L shall not here attempt to discuss
any of the topics at length, but
simply answer few of the queries,
and give few precepts as they
come miscellaneously to my mind.
! have always found it pleasant to
practice, and always with a goods
result.
First, 1 would say, if you do not
like to build your own fires, and
sweep your own room, you should,
ut least see tiat it is done, and well
done. See that your room is kept
clean and in neat order, and that it
be pleasant and comfortable, at least
half an hour before school-time.
pity the teacher who is too proud TO
build his own fires and attend to his
own room. To the query relating
to "single blessedness," l would
say it is topic too soft for discus
sion.
Your motto, you say, is, "pursua-
sion better than force" think
pursuasion is the only natural force.
Convince pupil that your COM
mands are just, and for his good,
and you will seldom fail to secure
direct obedience. You may compel
a pupil to do as you wish, through
fear of the rod or other severe pun
ishment, but that is not obedience in
any sense of the term. Your pupil
may yet be stranger to obedience.
You require firm obedience in
every instance. So do I, if my com
mands are just. Teachers are falli-
BILE. We may command pupil to
do that which we may think to be
for his good, and after little re-
Election may be convinced that it
was a gross injustice to that pupil
Hence we should be confident that
we are right and be able to convince
before we require obedience to a
command. But some may say that
this will cause contention on the
part of the pupil. 1t will not neces-
sarily. There are, indeed, some
persons, who, knowing that they are
wrong, compel the pupil to do their
will, only because they are too
proud to confess their wrong. Such
persons are unworthy the name OF
teacher. 5a,,a.
What would you do with a boy
who is naturally bad ?" I don't be
lieve boys are naturally. bad. 1t is
true they may be full of ''franks, D
and be annoying and obstinate, but
these are taken from example. They
are cultivated habits. But I am ac-
quainted with the boy to whom yor
refer, and I will tell you how I have
always got along with him. Notice
as few of his bad habits as possible
but do not let him know that you
pass any of them unnoticed. Never
fail to notice his good habits. Never
wound his feelings before Other
pupils. If his reputation as pupil
is not good, build it up. Always
receive him kindly at leisure hours
trust him, convince him by your
words and actions that you are his
friend. This cannot fail to subdue
the most obstinate boy.
"Will not familiarity breed con
tempt ?'' No sir. Not in the true
sense. Of the term; but unmanly
conduct, on the part Of the teacher
will, and should breed contempt
Unmanly conduct, on the part Of
the pupils, toward the teacher, il
tolerated, will breed contempt also
The teacher may be sociable
with his pupils, and take part in theil
plays, but let his words and actions
be strictly consistent. Let his coun-
tenance be cheerful. his works kind,
his actions noble, and he will rear
abun naantly, but not contempt.
Ifyou would gain the esteem ol
your pupils, always be at youl
school room early, have it comforta
BILE, and see to every interest O
your pupils. Endeavor to make
your school-room pleasant an6 at
tractive, and receive your pupils
kindly at all times, and they will
always hail with pleasure the com
ing school-time.
Secure first good discipline ant
remember that as is the teacher, so il
the pupil. Hence, if you hav,
''light," let it shine; if you hav'
'sbread and fish, bring them forth
If you have Stacked your thirst a
the fountain of knowledge, poin
your pupils On to it. In short, i
you would have good order, be or
derly yourself. Walk quietly owe
the floor. Let you voice be low ant
soothing in addressing your pupils
either in reproving or giving in
struction. Let your attention res
on all alike; never do more for on
than for another under similar cir
cumstances. Always be ready t.
answer the inquiries of your pupils
and do it cheerfnlly.
Always conduct your recitation
with perfect system. Never burdel
yonr pupils minds with rules
Never study how to please you
pupils, but study how to perform
your true duty, and you will thu
seldom fail to please your pupils
and gain their confidence and last
ing esteem. Cultivate cheerfulnes
at all times. Never allow your pu
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