Oxford Democrat. [volume] (Paris, Me.) 1833-1933, 1882-12-26
ment of moral nature. That II NAV do

this let us glance moment at the means
for its attainment Without question the
very first thing is the preparation, care
fnl training and discipline OF teachers self
That ''manners make the man" is an an
Gent motto, but as good as il is old and
as applicable In school as out. IL has its
lesson for teacher as we'll as for pupil Ii
the teacher is listless, aimless and indiffer
eut, he need not expect more from his
scholars. But If he is Jealous in his work,
devoted to his profession, determined to
succeed, this spirit of progress will be-
come Infectious aud be need not fear for
success. ''As manner is the external in
deX of mind, we should remember that q
good manner is impossible without self
control" There are many little things
occurring every day which naturally tend
to disturb and rufile an even disposition.
Hence the teacher must train himself to
endure these things calmly. He mast
have perfect confidence in his ability to
gorera reH lie will then do his work
well and with ease. Self-consciousnes is
destructive of this for II the teacher Is
continually thinking OF his own appear
ance, he will inevitably be affected and his
work suffer accordingly.
/ SCHOOL TO BE IMPRESSED WITH NECESSITY
FOR GOOD GOVERNMENT.
/ believe that the scholar should be i'm
pressed with the necessity of general good
/ order, Of ready, personal obedience TO
/ whatever is right and helpful in attaining
I IL. They should be taught that whatever
takes their minds from school work, DUR
, ing the hour allotted for study, is out of
place. They should be made to feel, as
| far as possible aud as deeply, how impor-
tant factor is school life, in preparing
themselves for the active pursuit, OF life
which. are soon 10 follow. They should be
made conscious of the responsibility which
rests upon themselves individually in
making this short life 4 success.
AID or PARENTS.
| sometimes doubt very much II parents
are aware OF the influence that they exert
upon our schools. They should be ex-
tremely careful that this influence counts
on the side of right and progress. care
less word at home has caused many a
trouble az school. II parents rish:fally
educate their children at home, both by
precept and example there will be much
less for the teacher 10 DO in the way OF
government.
Now | would urge this Associate "a
much rs possible with your pupils, visit
them at their house, become well acqualnt-
ell with parents and show to them that
you have al interest in their children.
Persuade them to visit your school fTe-
qaently as possible. am sure that you
will fnd these pleasant tasks and the con-
troll of your pupils easier and more com
plete.
Lastly, as a means, let scholars be Judge
OF their own actions Teach them right
from wrong, and give them the privilege
to govern themselves. Place boy upon
his honor and he will not fail you. 10
not like the motto OF that wise man who
said AL men are bad"-all men are not
bad. neither will all children be mischiev-
Gus IL rightly tau ght
Ii a wrong is done let the school judge
Of the punishment. II there i. fault to
be corrected let the scholars decide upon
the method Let them feel that you have
confidence in them and they will strive 10
maintain it,
METHODS.
/ have already incidentally spoken Of
some OF the ways, which believe lead 10
good government, and which are cslculat-
ell TO give scholars right ideas Of school
life and its duties. am aware that teach
ers make use OF different methods in gov
eruing their schools. The same end Is to
DE reached in al case, aud ifthis is done,
perhaps II matters little about the method.
Different cases require different treatment
and doubt IL any rules can be made that
will apply to all, under all circumstances.
Temperameuts OF scholars vary 50 much
that this Is difficult. II requires = great
deal OF tact and ready discrimination on
the part or the teacher - do the right
thing At the right time. Relations also be
tween teachers and scholars vary by no
rxed scale. That mode OF treatment
which will make John \ good boy will
yery likely have little ef:ct on James. In
mathematics we apply the same rule again
and again, and always with the same re-
suit. We feel confident that certain
process will produce desired answer
Cause and eject are always equal; but
rules in pedagogy cannot always be relied
on 70 produce the same result. Here with
out doubt, cause aud effect will ever stand
equal 10 each other, but what form the ef-
feet will assume is astonishing. And, yet,
there are great first principles which will
ever be found the same. Upon these 1t
i safe 20 say, that every teacher may stand
in security. and from those, he may frame
his methods of governing as he finds them
necessary Success in governing as in
other parts of the teachers work will be
promoted by the spirit in which it is car
ried on. The teacher must bring himself
70 look at things very much as his pupils
10. He will then be in condition to
nudge correctly, and 20 form true es-
innate OF their doings. He should be
censi derate and not look for perfection.
When he finds it necessary to correct
| fault. he should be careful that the child