The Lambertville record. [volume] (Lambertville, N.J.) 1872-1968, 1875-09-08

RELATION BETWEEN ScHooI-O OFFICERS,
TEACHERS, AND PurrLs.


TEACHERS, AND PuPILs.
Ionce heard teacher say he had adopted the
rule Of never letting his pupils see him smile
A more serious blunder was never made
by teacher Yet, not many years ago
the adherence to this rule was very extensive,
and many parents can look back upon their
school-days, and remember that one Of the
most prominent characteristics of the school
room was are.
Force, intimidation and thrsats rwere -the.
means by which the masters = maintained
order in the school-room, and the only incen-
tives to study which he held out to his pupils.
Now, happily, how changed! The frown
is exchanged for smile gloom for gladness;
and the menace for word of encouragement.
In whatever school this influence is felt, the
relations between the teachers and pupils are
happier, the discipline is more effective, the
progress in study more rapid and easy, and
the general tone of the school greatly ele-
waited.
When the teacher interests and encourages
his class, he receives full and ready recon-
pense in their increased attention, respect and
obedience.
Children are wonderfully close observers,
especially of a teacher ; and usually, they are
better judges of a teachers capacity to govern
class Or school, than stockholders.
Just here many new teachers unfortunately
fail to realize that everything they say or do
in classroom is watched and criticised by
many active little minds, and commented up
on at their various homes.
There is. an old saying that "Before you
can cook your fish you must catch it." 1t is
equally true that before YOU Can properly in
struct child or a class, you must attract and
interest it. There must. be sympathy, a
magnetism about the teacher which the pupils
either teacher or class will be considered a
success. Not that every stern, unsympathiz-
ing teacher has failed to educate hisepupifs,
but that the fesults, however successful, have
been attained at too great a sacrifice.
Therefore, l think it may safely be asserted
that the wonderful advance in the tone and
usefulness of our schools within the past few
years is due to the more harmonious relations
which exist between teachers and their pupils.
Besides, there arc some elements in regard
to the improved architecture of school-build-
ings, handsome school-furniture, and attract
raising the schools to q higher level Allthese
have o refining and eleyating effect upon the
minds and tastes Of the pupils who are gath.
cred in from almost oyery grade of society
Liberal appropriations for teachers salaries,
and for chool-buildings, even to high degree
of ornamentation, are like good seed sown on
good ground, which bringeth forth fruit, one
aundred-fold,
There, too, are the occasional s, hool-recep-
tions-muscal and Evolutionary, and exercis-
es in calisthenics. While these appear to some
to be waste Of time, they are very often the
means of bringing parents into friendly rela-
tions with the teachers and Of securing their
Confidence and cooperation. One of the most
valuable aids in the discipline Of schools es-
pecially large schools, is the piano. To it,
more Chan to any other Of the improved APP
plances of the school house, is due the facil-
Ivy Will WnlCh goluCl 10 baheoihcb, WuCh tbC
several classes of large school meet together
in the general assembly rooms. Tie beauty
and regularity of motion exhibited daily, when
class after class marches in and out to the mu-
sic of the instrument, are certainly an i'm
provement upon the old style. The piano has
ment in schools, than all the compulsory So
called "moral suasion - laws which have been
passed by school-boards. Although the object
sought to be attained by these laws is certain
ly to be desired, it should not be demanded at
the sacrifice Of the teachers authority. Let
the teacher receive the credit for its accom-.
plishment, and his influence for good over the
school is increased but where the school
board coerces him not to coerce the pupils his
is weakened.
School discipline cannot be perfect unless
tho pupils feel that it is wholly and unreserv-
eddy in the hands Of the principal. His au-
thority, and not that of the school-board
should, in the estimation Of the pupils, be SUI
preme.n l,.s Re
If any principal doubt the feasibility and
efficacy of "moral suasion," let him compare
the disorderly class Of an. inefficient teacher
with. another class which is under good dis
ciplinarian, and ask why SO many complaints
are made by the former, and few Or none by
the latter.
If an assistant repudiate "mofal suasiois"
let him compare day industriously aud
pleasantly occupied with his class, with anoth-
err day when, from .indisposition or other
cause, he was III harmony with It.
Now, while it is so necessary that the school
board sustain the authority of the principal,
it is also important that the principal extend,
that wholesome influence TO, and in behalf of,
his assistants.
1t is often the case that teachers useful
ness is impaired by criticism or rebuke adj
ministered by the principal in the presence OF
his class. Surely an assistant has rights which
the principal is bound to respect and for the
welfare of the class, it is absolutely necessary
that the assistant should receive the principals
confidence and, support. a
Just here however, some assistants fall in
to the serious error of considering the princi-
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