The Saline County journal. [volume] (Salina, Kan.) 1871-1893, 1881-01-06

| together in the same ochool-which Are
used to different costumeDs and Who
have acquired different habits, often
difllcultjes asise. and incouveniences
present themselves 20 the teacher,
who, unless he has . ku0wIedee OF
school government becomes confused
and sometimes fissled out and I know
cases where good teachers have lost
their reputation, merely for want Of Q
little information on this subject.
The foundation of society % law and
order-the same b true Of the school,
| though this b not accomplished by
pasting mp set Of rules on the wall
! and reading them to the pupils, and
remnfking AFTER reading them, who
ever violates theses rules has to under
go q certain punishment.
perhaps the most important object
Of School discipline, says SWEET, ais
the foundation of habits Of self-con-
troll" 1t II sure thing that we meet
with children whose impulses are
strong, and whose habits Of self-con.
troll are weak, on whom the hand Of
power must be laid, to remind them
Of duty and compel them - do It.
The power to govern well II an es-
sential quality Of every successful
teacher. 1t seems that every time q
new instructor takes charge Of q
school, that there Is trial of strength
between the governor and those to be
governed. Ifthe young school tyrants
prove successful, that teacher had bet
ter go carpet-bagging.
"A boy" says Plato, ''is the most
vicious Of wild beasts" The young
are creatures oil impulse, and children
seek to crafty their impulses ut once.
without stopping 10 think, ind with
their moral character ut stake. To
counteract this tendency the teachers
care and tendency are hardly sum-
cient, il the parent fails to assist.
Teachers should strive to strengthen
the child's will to do right. "Give
self-eontrui,'' says Charles Buxton,
'.and you give the essence Of all we'll
doing in mind, body, and estate. Nor
ralify, learning, thought, business
the master OF himself can master
these"
"The public opinion Of the school
Is an important element in discipline"
will skillhilly direct this power to the
side of order and right doing. Many
boy Is influenced by what his COM
paniOns think of ii, more than what
the teacher thinks about II. There are
i'm every school pupils who are willing
to do right and take the lead In right
doing, as wei rs ring leaders in wrong
doing. The ,sacher who can captivate |
one set and capture the other, will Sc
cure good government. There will be
no difficulties for the teacher to attach |
to himself the active, energetic schol-
ars by putting them into places of
honor, trust, or duty; having done
this 1t Is easy to secure their cooper
alton. establishing q wholesome and
restraining influence.
Emulation Is powerful influence,
but it must not be abused. For in
stance, rank in class Is important,
though not everything. Prizes and
gifts must he avoided. They dare not |
much be usesl rs stimulants in public |
schools. "The schOOlmaster's means
Of reward" says Balm, sis chiefly con-
fined to appreciation or praise-a great
and flexible instrument, vet needing
delicate manipulation" In school |
discipline much depends upon making
pupils feel and understand that rules |
and regulations are intended for their |
good, not that they are made for the |
teachers pleasure In exacting arbitra-
ry power. The higher aim of strict |
discipline Is often lost sight of, name
ly to train the will and incite scholars |
to put forth vigorous efforts for self
improvement and self control. "Eter-
nal vigilance" says SWEET, sis the |
price of order in the school roOm The |
teacher must have an eye like hawk |
to see what Is going ON, and quick |
ear to detect noise" Balm says "a |
teacher must not merely be sensitive
to incipient and masked disorder, he /
must read the results Of his teachings |
in the pupils eyes"
at is wrong to break child's willr
in order to lay the foundation of con.
troll over him. 1t IL ON imperative /
duty of the teacher to respect the per-
sOnality and individuality Of every /
pupil. BY a little patience and for |
hearance, you may bring to bear on |
the seIf-willed child the influence of |
kindness, sympathy or reason. A
fOrced submission often ends in sullen |
dOggedness, or kindle q smOuldering /
fire of rebellion. The child must learn /
obedience. That Is the first and great
est lesson. From childhood to old age, /
all human beings must obey the laws /
of society and laws of nature. "With |
the impulsive and inexperienced /
child, real affection for the teacher"
says SWEET, Twill secure implicit ODE
dience, and nothing else will"
The government of school must /
be, i'm many respects, an absolute
monarchy, and il will have all the
vices of q despOtisin, unless it's ruler
has high sense of responsibility and
a knowledge of children, based upon
a careful study of body and of mind.
The despotism ought to be a mOdifica-
ton of patriarchial rule. ut Is deal
ing with numbers" says Balm, "that
the teacher stands distinguished from
the parent, and allied to the wider
authorities Of the State, exercising
larger control, enc0untering greater
risks, and requiring q more steady
hand. With an individual pupil, we
need only such motives as are personal
to himself: with numbers we are UNI
der the harsh necessity Of Furnishing
for example. The stress of the teach
er's difficulty lies in the heavings Of
mass or multitude. One man against
a multitude Is always In the post of
danger"
There can be no government where
there Is no punishment, and its true
o. ect Is to reform the offenders, to de-
ter others from wrOng-dOing, and to
maintain law. Punishment must be
varied according to the temperament
of the child. A frown will act on one:
separation from companions on an.
other; neglect and coldness on q third;
public reprinlands ON fourth; and q
whipping on q fifth. "The first and
readiest, says Balm, "is censure, rep