The Cecil Whig. [volume] (Elkton, Md.) 1841-current, 1872-12-21


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not intimately connected and must not
both be acquired at the same time? Ifthis
he true, then we can easily see the fallacy
OF this theory; that of so many persons
who presume to dictate to an able, and
experienced teacher, in what he shall con-
duct his school exercises, apportion the
studies, and administer the government in
his school. Such persons suppose, no
donbt, although they have reared, or are
rearing family which they cannot govern
at home, they are fully competent to give
advice to, and lay down rules for the
teacher who can, and does, govern his
school. On the principle of contraries,
perhaps. and that man who cannot man.
age his own private fortune of few theus-
ands, but continually decreases the amount
by ill-judged speculations, is person per.
fectly competent to manage the financial
affairs of a corporation or a government
where millions are involved. That is Che
| man who is unfaithful in little, will be
faithful in much, and hence the parent who
cannot train up his own family of few in
proper way is perfectly well-qualifed to
give directions how to manage family.
The theory of such advisers is mostly COM
prised in a few maxims, such as (" Be mild,
but firm" Let your government of the
school be parental in its character" and
many others of the same kind. Yes, mild
ness and firmness are we'll enough in their
place. A mule is mild, and firm, too,
when he takes an obstinate fit, and many
If our pupils are Of mulsh disposition,
mild and firm. when countenanced at home
ii such conduct at school. When l meet
with such dispositions, find mildness of
40 avail, and violence then assumes its
proper position. For as the less must
yield to the greater SO must the pupil yield
30 his teacher. If the government of the
school were as parental in its character as
is in many families, our schools would
present truely sorry appearance. Icould
!esire that a large class of parents might
seen by the teacher. They would surely
become ashamed, and strive to better their
methods, or rather to adopt some method.
How can a teacher prevent profanity at
school, when it is the daily utterance of
The parent at home? How can we secure
correct principles of morality when the
basis for them is not laid at home? How
obtain pure and proper articulation when
language is SO mutilated in the family cir
Gle. Use parental government in the
,chool-room, then schools will soon be no
more, and will be things of the past.
1t is positively true, that no amount of
theory, unaccompanied by practice will
wall us either to govern the school, or to
convey. instruction. You may read all the
works on teaching, you can find, all the
leep and learned works Analysing the
human mind you can obtain and be COM
'letely versed in all the branches of study
hat can be learned, and thus be walking
Encyclopedia of knowledge, a perfect hu.
nan library, and yet be complete failure
IL the school room; if you suppose you
an conduct Il school without practice.
Here in our monthly meetings, we have
,lices of theory piled atop of each like
sandwiches, until we might suppose we had
enough of it, and could now begin to dis
play our requirements. 1t is true that
without the rudiments of knowledge it
we're vain to hope for an extensive acqusi-
ion of learning, and unless Thoroughly
lrilled,-I mean, educated in the rudi-
nents, we can proceed along the rugged
road of knowledge at only hating pace,
md will meet with impediments and OBJ
structions at every turn or step we may
take. But it is no more than reasonable
suppose that after two years of success
'ul operation, we need not depend on noisy
defamation, or on persistent discussion
while not understanding terms, or the
sense in which they are used, for our edu.
:ation.
do not propose to lay down the mode
in which we may make our work here
more practical. Far be it from me to do
hus, as if l were superior where all are
quail, but suggestions may, perhaps, not
re amiss. 1t is certain that those of US
who have had greater experience, might
rake that experience available for the ben
tit of others. None of us expect to make
ne school-room Procrustean frame, and
.nmpel all bodies to fit its interchangeable
ize.
We should strive to preserve the indi-
'iduality of each pupil, and make them so
ar as is possible, self relant.
The methods of one of us, may furnish
food for thought in others, who can adapt
parts of the methods furnished by others
o suit their own system. Thus by max
'ng our meetings of mutual benefit, We
may hope to prosper in our efforts, and
make our association glorious success.