The Northern Pacific farmer. [volume] (Wadena, Minn.) 1878-1885, 1880-01-08
School Government.
For the N. P. Farmer.


"Lickin' and larnin' goes together say l
No lickin' no larnin'." This oracu!ar
speech OF Mr. Pete Jones in the "Hoosier
School Master embodies the idea Of many
more enlightened minds OH the subject Of
school government. And owing to the prev
alence Of this idea schools are harder to gov
ern than would otherwise be the case. If
pupils could understand that their teachers
really do have an interest in their personal
welfare, that they would far rather reward
correct department than punish evil, think
they would scarcely assume the attitude so
often seen; the defiant ready and waiting to
provoke the expected punishment.
even my 'Chri<tiap don't behave, you
vips him, und I vips him ven he comes
home" an old German said to me on the
morning ofn: advent into his school. l
found his Christian to be boy full Of mis-
chievous pranks but nothing malicious in
his disposition. His immunity from whip
pings that summer caused his father much
uneasiness However it is not usually the
parent who requests that his own children
he severely dealt with. Mr.. Smith advises
the teacher to hold strict rein over those
boys of Greens while Mr.. Green thinks the
Smith boys should be subjected to severe
discipline, and either would he furious il
his own bo,s were to receive corporeal pun
~ I, OF ofo
acts upon his own convictions Of right; yet
how hard is the task of the rural teacher
those who have laugh only in we'll disciplin-
ed graded schools cannot estimate. In the
city competent Board Of education controls
the school; teachers are judged according to
their N arits: the dissatisfaction of Smith or
Green does not affect them in the least, and
Mrs. Jones who clamors for the old time
methods of her childhood does not change
the progressive form Of instruction.
In many country districts the teacher has
little support from the Board of Trustees;
the school is seldom If ever visited by pa
rents who rely on the statements Of children
il regard to the teachers character. 1fthere
happens to be no outbreak and no. particular
''furs" the verdict is 81 think we are having
a good school. l have heard no complaint
If there is trouble; if the tearher is oblig-
ed to resort to discipline, two parties are at
once formed, the matter is canvassed in ev-
cry house, exaggerated accounts given on
both sides, and the neiyhborhood is involved
in strife. The teacher may have acted pru-
IDENTIFY. wisely and to the best interests of
the school, but none the less will he incur
censrre-perhaps the bitter lasting hatred Of
those toward whom he cherishes none but
kindly feelings.
The teachers reputation, which is based
on the representations of children suffers.
Mr. A. the disafscted party in the district,
and perhaps the influential man, tills Mr.. B
who is in sea CHI of a teacher, that Mr.. -
is worse than no teacher: their district might
better have thrown its money away, etc.
Teachers are often grossly misrepresented by
this neighborhood gossip. A certain lady
who taught in little village in this State
some year. ago, corrected a boy for throwing
stones. The whipping, though very slight,
was done with a small whip. The boy did
not manifest any emotion and came to school
the next morning. Yet she was dismayed
to hear short time after that it was reported
that the child had been brutally used. and
was terribly bruised not being able TO leave
the house for three weeks.
If parents were more inclined to sympa-
thize with teachers, to condemn what may
seem to them error, and above all not to en-
courage children in system offault6nding,
the country schools would effect more good.
Without cooperation Of parents and teacher
the latter n1usts ne Ids possess great energy
and almost indemitable will in order to sue.
coed. D. A. H.
V'ERvNDALE LETTER