Oxford Democrat. [volume] (Paris, Me.) 1833-1933, 1882-12-26

from these In the main, are deduced our
various methods Of school government.
Would it not be well for every teacher to
study carefully these principles and decide
whether 1t is better (for HIM to be CON-
mander or leader. From what have my
self seen OF teachers and their methods OF
governing, l should say that those who are
young in experience, more generally, believe
in commanding whatever they wish done. !
have seen some very good schools where
scholars eere literally driren to study.
have seen also some very poor schools
where teachers tried to govern entirely by
moral suasion; aud there have been very
forcibly reminded of the precept 'spare
the rod and spoil the child" Both OF these
cases however, believe are rare. In the
child there is considerable OF that stub
borness and objections to being driven
which in many Of US is so fully developed
in after years.
There is also an element OF goodness,
of tractibleness, Of genuine good nature
which Is not always so well developed as
it ought. Hence l do not believe, there
can be attained that most perfect school
government by methods purely compul-
sorry or mandatory. That school govern
ment rise above mediocrity it must gather
effective aid from the firmness OF true dig
nifty, shapen and cemented by the overflow
OF human kindnes, and universal good
will.
Rev. Mr.. Garland said that good gov
eminent may be secured by the soul OF
the teacher being in contact with that Of
the scholars. He then thinks but little
Of his government.
A. L. Herrick, Esq, Of Bethel, said
that the subject is the most difficult for
discussion. 1t is not universally true
that the most honest teacher can succeed.
There are certain mental and moral quail
ifcations necessary in teacher to en-
sure success. Young teachers should be
careful in their insensible influences to
discipline themselves so as to discipline
others. Secure the great principles of
discipline, and the minute details will
take care of themselves.
DR.. Twadlle of Bethel said, this is a
matter of great Importance to young
teachers. Some teachers have too much
discipline, Others not enough. The best
way, found out, was to interest them
and keep them intercollegiate them
something new every day. You can
no, govern them ifthey arc not interested.
Let it run itself as far as possible. A
great number of rules are damage to
the teacher.
DR.. True said that ffty-one years ago
next week he used the ferule for the last
time. He regarded its tendency as de-
and early laid it aside. He
believed sometimes in meeting brute
force by brute force, just as you would
tame q wild elephant. If he had not
used the ferule. he had sometimes shak-
en- up boys in such a way that they did
not care to have it repeated. He had
had schools where they seemed to be
made up of incaraate devils, and he had
had them where the gentlest tap of his
pencil was all that was necessary.
READING EXAMPLES IN READING AND
GESTURES. BY Miss MARY NJ. PARKER,
TEACHER OF ELocUTIoN.
The system exhibited by her class in
Evolutionary gestures was most admirable,
while the exercises in reading showed
much careful drill, and gave great salts
faction to teachers present.
After a vote of thanks TO Mr.. Johnson
and his assistants for their valuable aid
during the session, aud for the use Of the
Academy for the exercises, the Conven-
ton adjourned Saturday noon to meet at
the call of the Executive Committee
some time in May or June, 1888.
Tins has closed one of the most suc-