The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1882-01-06

sclpl teacher does not fully describe
theerson who educates our children.
Hes a school disciplinarian. In other
vols, a good disciplinarian must be a
GOO teacher: for correct teaching is
onnode of discipline. And for the
san reason, a good teacher is good |
displinarian. Nor can good diSci-
pile or instruction be found in the |
scbol that is not managed with ability |
anskili.
DISCIPLINE Is EDUCATION.
Ideed, discipline is itself the great
educational process. The well disci- |
piled alone are well educated. Hence |
thgreat business of the teacher is to |
disIpline his pupils. lie cannot add
toheir stature one cubit," nor to their
metal or moral capacity one new
pVer; but he can bring them under
sub a process of training as will sub
du their wild and untamed impulses,
deelop the latent energies of body,
mid, and soul, and direct them to
corse of right action; so that the Tu-
tul citizen and law-giyer may be fitted
foTlis great work and high destiny.
WHAT SCHOOL DISCIPLINE Is.
-,he discipline Of the school" has
eferenee to all the regulations Tand
Prohibitions and restraints and stimu-
lnts which are calculated to regulate
tie habits of study and department
though the interesting and important
ptiod Of school life.
The object to be secured is two-f0ld,
VII, school vices must be prevented or
cued and school virtues must be cult
vasd. Among school vices, as they
haR been classified, are idlenesS,
whispering, dlsorderly movements in
the shool room, injury to property,
and rldeness of speech or act in the
Intercourse of everyday life. The
shoo! virtues to be cultivated are sug-
gSted as the opposite of these, viz, reg
uArity Of attendance, promptness, obe-
dince, truthfulness, earnestnesS, dill
gQce, kindness, neatness, and thor
olghness in the preparation and recita
tin of lessons; and these are to be
secured, not only to promote the bust
mss of the school room, but also for
tleir influence in forming habits and
Character.
HOW SCHOOL DISCIPLINE Is TO BE AP-
Piled.
Our attention may now be directed
ito The disciplinary agencies to be en-
.plOyed in the successful management,
government, and instruction Of q
school,
|. Thorough organization and c1as-
siecdtjon.-I have seen the school in
OPERATION so perfectly systematiZed, all
Heterogeneous so complete and its
Departments 80 perfectly adjusted. that
gs Of it, machinery ,lt me nor only
interest, and zeal, such as secured the
desired object. have seen these ar
raigements so perfect as not only to
prevent general disorder but to punish
wrong without the agency Of the teach
er. On the other hand, / have often
Witnessed the utter failure of appar-
emily competent masters for the want
of system in the arrangement and clas-
siftatior Of their schools.
ORGANIZATION THE FIRST NECESSITY.
Organization is the first business of
the school room, and nothing else
sholld be attempted until this Is ac-
conplished. The object in view is
thai systematic arrangement and uni
fornity which will secure good order
and promote studiousness. To this
end the pupils should be so seated that
ther will appear uniform, and not dis
turj each other in the necessary
movements of the day: the rogues
should be separated, and every temp
tatln to idleness and mischief re-
moted. A complete division of time
intoperiods for study, recitation, and
playis also necessary. A time for dis
order is, however, just as necessary as
atine for study; hence the teacher
must provide, not only regular recess
es hr freedom in the open air, but also
OCCASIONAL recesses from study { say
tYominutes) for the purpose Of open
ing the safety valve of mischief and
giving opportunity to whisper, ask
questions, leave seats, and attend to
all other necessary Irregularities not
allowed at other times. In this way,
theIeast excuse for indulgence during
the4uiet hours of study and recitation
is rmoved. The teacher can now in
sistupon perfect order while order is
thelaw.
CLASSES
Ii the classification great pains
sholld be taken to Itaye as few classes
as lossible, and to have each pupil as
signed to his appropriate sphere, where
he will work easily and successfully,
witt his time fully occupied, and to
have each class control its own specific
time and place of recitation without
change or interruption.
: Inthe government of the school, the
necessary to secure order
and roper discipline must not only be
fixed and uniform, but wholly made
known to every pupil, that there may
be cncert of action and harmonious |
working of all its members.
Every teacher should, therefore, at |
the 0ening Of his school, announce and |
explain the principles and facts upon |
whica it is to be governed. These nee
essay school laws must be strict and !
promptly enforced. 1t is much easier
and more merciful to govern perfectly |
than partially. Asystem of discipline,
to gain the respect of the pupils and |
accomplish its object, must be flexible, |
earnest, strong, thorough. The very
fact e such a government has silent |
but powerful influence in preventing |
evil and securing obedience and lideli- |
ty.
TIE TEACHERS WILL SUPREME.
2. All school laos mast Be based up
on ogthority.-This is the very germ |
and mly foundation of good govern
ment 1t must be distinctly under
stool that persuasion may never take |
the ,lace Of authority in school man
agenent. When, however, the right
to mlintain authority is not questioned
by tie pupil, or after he has been sub |
duedto obedience, we may persuade,
invite, and win. But kindness cannot
supply the place of authority. Obe-
dien.e is not a voluntary compliance
witha request, but a hearty response
to acknowledged authority-an i'm
plict yielding to 4 command. Such
obedience, prompt and unreserved, is