The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1870-05-05
discipline i'm the school-rOom.
CONTINUED.

But we are now depicting the embar-
rassments, not the remedies and howev-
er w my feel disposed to treat 1t, the
inherent mIschievousness of some of our
common school frequenters must stand
confessed to be source Of no slight an
novance, especially in district schools,
VIII re teachers are changed so frequently,
and where a diff rent system of school
government is adopted, it may be, by EACH
individual instructor. The pupil come to
acquire habit Of experimenting, partic-
ularly with a new teacher; and in some
Districts the difficulty not only remains
but grows; each succeeding teacher, I'M
less he be a well-qualifed disciplnarian,
leaving n new increment Of embarrass
ment TO his successor, glad, as he departs,
to get rid of the persistent annoyance.
~. Intimately connected with the
above, though from another source yet At
the same time tending tn enhance this
very difficulty, is another, viz: Youth
and ineXperience in teachers.
Far be it from us to assert that youth
alone in the instructor is the exciting
cause, or the invariable. concomitant of
defective discipline. Many Young teach
quickly in reducing confusion to order in
the school room, than others who were
MANY years their seniors The look and
bearing Of age are by no means a perfect
guarantee of secured and sustained au-
thnrity III the miniature kingdom where
the teacher rules. Nor is it so invariably
III any sphere or position in lille.
But, at the same time, the mischievOus-
ly inclined pupils always take advantage
Of inexperience in the teacher if they can.
They try it. They develop its capability.
often to the serious disadvantage of the
would-be-p perfect disciplinarian.
Scholars always think, till they find by
experience to the contrary, that they can
venture further with fledgling teacher,
little, if any, older than many Of their
own number, than they would dare to,
other things being equal, with one of
more commanding appearance and weight
of years.
To the credit however ofmany, perhaps
the majority of our district school teach
ers, be it said that they nobly sustain
their standing before their schools, not
standing years are not theirs by scores, to
give dignity to their presence and force to
their authority, But some of this com
mendation would hardly apply; at all
events their inadvertencies and indiscrr-
tions usually the result of inexperienced,
become detriment to them, both as re
spects their present and their future repu-
tation, as successful disciplinarians. For
without discipline, order is impossible
and without order, where is the guaran
tee for rapid advancement in the pupils
Scholnrs may improve even rapidly under
inferiorly qualified instructors but under
defective disciplinarans, little or meme;
or if they do, it is due to their own and
and not to the teachers assduity
Hence where there is so frequent chang
ing of teachers as there is in some of our
districts, and consequently where cores
pondingly more IS demanded of the teach
er in the way OF discipline perhaps W,
look upon it partially, nevertheless it is
an honest conviction, drawn not from cas-
liz / but pretty extensive scope of obsei
vEtion--wc feel constrained to enter 81
protest against this too great eagerness on
the part of youthful aspifants; and per
'haps too much laXness, or possibly over
sight, and 1t may III some cases be partial
ity, on the part If trustees and county SUI
perntendcnts, in encouraging persons OIL
either sex to assume the responsibilities
OF public school teaching at too early an
age. 1t is, we are persuaded. one promi
nent cause of our sch pols being 80 ineffi
ciently manned and loosely kept Disci
pine, almost of necessity, is sustained mt
n disadvantage, and .ts benefits impaired.
not Intentionally perhaps, but neverthe-
less effectively and the evils Of misgov-
crnment entailed upon the schnol
But we repeat it, youth in the teacher
is not an insuperable obstacle to thorough
discipline. 1t is an embarrassment felt. |
and in some instances seen in lamentabl,
prominence. But where thorough cu'- /
ture is possessed, 1t need not be so.
The young, as we'll as the more advan-
'ced and experienced, may rise above al /
the drawbacks and difficulties surround |
ing them, and take their stand in the |
front rank Of able discipinarians. We
honor the young man, or young woman,
who has energy and force of mind, suffi |
eient to meet and triumph over all the
impcdiments to success, which lie so
thick along the track of the youthful and |
inexperienced. To such is justly due the !
higher respect for successes achieved
amid SO many. and formidable obstacles.
V. There is another, and in many res
poets perhaps more serious impeachment
to success in maintaining due degree OF
order in the school room. 1t is found not
in the patrons, not in the pupils, but in
the teacher himself; we refer to the hasty
&nd precipitous manner in which punish I
ment is often administered by unguarded |
disciplinarians. ~
There is nothing more completely sub
sersive of respect and authority in the
teacher, than to be seen by his school in
ficting penalty, with or without just
cause, in an excited, passionate manner, or