The weekly Oskaloosa herald. [volume] (Oskaloosa, Iowa) 1855-1885, 1875-03-18
EDUCATIONAL DEPARTMENT.
EDITED BY Z. G. TABER.
GOVERNMENT By FORCE.
From Holbrook's School Management.

GOVERNMENT BIZ FORCE.
From Holbrook's School Management.
The first plan of school government
which L here introduce to your notice,
shall denominate the FORCE METHOD. |
SO call it, not that the force excludes ev-
cry other element, but because it predom-
mates over all others, and is chiefly re-
lied on by the teacher for securing order
and propriety in department, as well as
diligence and progress in study.
This is, | apprehend, by far the most
prevalent form of school government now
practiced in our general educational sys-
tenn. Indeed, it is the only plan known,
or, at most considered of any efficiency,
by multitudes of school Boards; though
any individual director or trustee is al
ways inclined to think, whenever force is
applied to his child, that it ought to have
been at some other time, or by some 9TH
er method; and that the teacher is more
blame-worthy in his manner of admins
tering the punishment than the child in
committing the offence
If John has "played hockey" and the
teacher finds it out, John knows what to
expect.
If Joseph is tardy, without note
from his parent (more commonly written
by some older pupil), he understands full
well the nature of the penalty.
1t James uncomfortable love of fun
gets the better of his fears, the masters
voice gives no uncertain sound, "Come UP
here, James; I've got to ferule you again,
[ see"
If Willie's idleness has prevented his
learning his spelling lesson, the same rem
edy is supposed to be the only effectual
one; and the good teacher wonders why
Willie, naturally SO smart, can be so lazy;
and really fears that he is growing worse
and worse, in spite of all his faithful ef-
forts. to stimulate the boy to any kind of
industry.
If Sarah is whispering, and repeated
reproof has been found of no avail the
ferule must be used: this evil must be
checked, or her example will render the
school unmanageable.
If Miranda is detected playing IT tat
too with her seat-mate, when they ought
to have been working out their arithme-
tic examples, it is a sad instance of way
wardness and deception, and the teacher
is sorry, very sorry, that he feels compell-
ed to punish such large girls, almost
Young ladies': but he must do his du-
ty.
But why enumerate further? This
teacher is good man, a professor of re-
ligion, reads the Bibl. and prays in his
school, and is really esteemed where he is
best known for his many manly quail
ties.
His scholars do not hate him; on the
other hand, they rather respect him.
Most of them give him credit for good
degree of faithful interest in their behalf.
They admit among themselves, sometimes,
awe do behave too bad, and | am going
to try to do BETTER aren't you, Bill?"
But every pupil is glad of an excuse to
stay out of school day or more. They
all long for a holiday, and count the days
to the end of the term. Any one is re-
joiced if he can say that he doesn't expect
to attend school next term; and he is en-
vel MT a little by the rest Teachers, of
how many of your own school experien-
ces is this true picture? If not true
very likely it is because it is too favorably
drawn.
Another teacher of the same species.
but of different variety offers exemption
from certain lessons as reward for good
behaviour during prescribed period and
occasionally half holiday to those who
'bring all their recitations square up"
for certain length of time. In carrying
out the same views he imposes extra les
sons as a penalty for absence, tardiness,
idleness, mischief, or any other infraction
OF the rules These extra lessons, Of
course are exhorted by Imprisonment, sin
being kept after school" and by the use
| Of rod or ferule, if necessary.
Now look at it, friends, for this is no
fancy sketch, but the practice of thous-
| ands, and tens of thousands of schools,
generally considered well conducted, all
over the land, in cities, villages and coun-
try districts. In fact, it is virtually the
plan by which most of our union and
graded schools are managed, and the re-
quisite per cents. obtainedin examinations.
Of course, the teacher who is the most
inexorable in his Demands, the most per-
sistent in making pris on of his school,
and jailor of himself, is the one who
prides himself ON the highest per cents. for
his scholars
But tell me, teachers, if ingenuity cam
not devise course of school management
better calculated to make the schoo[room
| repulsive instead of attractive; the school
| duties irksome, instead of pleasant; the
teacher oppressive and hateful, instead of
| 10Y and pride. say, it is possible to
| conceive more direct and certain means
| for accomplishing such ends than those
here given and SO generally practiced.
Yes, it is; unfortunately, too many of
these teachers who pursue the plan of
government by force, as above described
too often lay themselves liable to the
charge Of being partial, peevish, petulant,
passionate tyrannical and abusive,