Herald and tribune. [volume] (Jonesborough, Tenn.) 1869-current, 1869-09-30
From the American Phrenological Journal.
school, Government.


w read and near a great deal about
selves differ more or less on the means to
be pursued for the attainment of obedi-
ence and order. Some, possessing evil
IDENTIFY a high degree of intellectual cul-
ture, even now advocate severe measures
in treating in~subordinate pupils. Others
ignore corporal punishment altogether,
and claim that the best results are only to
be obtained by gentleness.
In the government of a school every
thing necessarily depends upon the teach
er. The conduct of his scholars is in ac-
cord with his peculiar system and charac-
ter. If he be a harsh, stern man he may
succeed in maintaining perfect order, and
have submissive pupils, but he will not
make fine scholars of them. A youth
who breads his teacher is not at all likely
to make rapid progress in his studies. He
may recite glibIy, but he will not exhibit
a t~horoughness of understanding with re-
ference to the details and meaning of his
tasks. The teacher who is kind, and seeks
to obtain the implicit confidence of his pu-
pills in his ability to ~unravel any difficulty
which may appear in their studies, and
who at the same time inspires them with
a feeling of manliness and self reliance,
will secure the best results. He will make
good students and good men.
Order and obedience in the school room
are very essential to a teachers success,
but they are as much an end as a
of instruction. The chief object of a school
system is to make good citizens and that
policy, therefore, should be adopted which
shall best develop the students mind and
fit him for the activities of life. It is man.
ifest that the teacher who believes in in
flexible laws and rigorous punishment for
misconduct, pursues an illiberal, contract
ing, dwarfing policy-heg governs too much.
But he who appeals to the personal honor
and sense of right of his scholars impels
them to think for themselves, strengthens
their moral apprehensions, and brings, out
the best features of their character. When
a pupil disposed to be insubordinate is
given something to think about and do,
and his teacher makes him believe that
he (the teacher) is confident that he. can
do it if he will only make an earnest eff
fort. if he shows, too, that he believes in
that pupils integrity and disposition to
do right, he will become actively useful
he will begin to feel that he has a part to
perform for himself and for society, and
he will learn to govern himself.
The most successful school in New En-
gland is said to be one 'where every pupil
stood in moral dread of the teacher, not
because he was terrible in threats or pun
ishments, but because he made a few very
simple requirements, and then stood firm
ly by them" Every scholar could rea-
Oily apprehend, and readily perform all,
and he knew that he must-there was no
escape. If the brief lesson was not learn
ed in school, it must be learned out of
school; and every pupil must know COM
pletely every thing that was to be known.
There was no oversight of trifing defects.
they must be remedied.
With this inflexible authority there was
coupled wonderful enthusiasm. The teach
er was more interested in the pupils real
progress and in his studies than in any
and all things else. The result was re-
markable in every respect. The amount
of work accomplished was prodigious, and
in three months the sense of overwhelm-
ing fear was developed into familiar and
parental affection. The pupils violated
TO rules, for they had no inclination to do
so they were SO interested in their studies
that they seemed to be unconscious of the
existence or rule; and had one of their
number attempted to disturb the labors of
the room, the others would have been more
severe toward him than ever the master
himself. They took their teachers part,
and sided with him in all things, for he
had proved himself worthy of their fell
lowship and love. An observer could see
the change which passed over them. In
one year the thoughtfulness of manhood
had been reached not a thoughtfulness of
obedience, but of excellence.
There is a restraint under law, and a
license without law ; but there is some
thing better than either; and that is lib
erty with law and if we would have u
pupils attain to the best citizenship, We
shall do well to inculcate a love of coun-
try, and a love of those in authority, rath-
er than try to train them TO obedience as
a virtue in itself and for itself.
From the Iowa School Journal.