The aegis & intelligencer. [volume] (Bel Air, Md.) 1864-1923, 1885-02-13
For The -AgiS and InteHi0ncer.
School Discipline.

In former article upon this subject we
touched upon the general points of the art,
and said that at some future time we should
discuss the teaching quality, but so many
points OF government in the schoolroom did
not receive attention in our first effort that
we have decided to venture another commu-
nication on the subject of discipline
Before touching upon new phases we shall
summarize our former article for the benefit
OF any who may be interested. Our main
points were as follows: That the teaching
vocation is no longer mental, but honorable
and honored, requiring and commanding the
highest talent. The demand for culture has
| dignitied the labor that gives instruction; the
teacher is no longer q physical master, but a
| moral and intellectual leader and helper the
| pupil is no longer governed by a force pour
ed by a wrathful master from the end of
rod, but by power that appeals to the intel
| ligence, the honor, the heart.
The teaching profession has not reached
its highest ground, yet a great advance has
| been made, and higher conception gained
| of the true promise of the teachers art.
The training of no school can render cool
ness and elf-possession in the beginning pos
| sible as well try to become an expert pianist
| by studying the theory of music without
touching the keys, as to attempt to become,
| without actual teaching, successful discip-
| linarian. The teacher has some severe les
sons to learn, among them prominently self
| government, involving GOODNESS, firmness and
patience.
Sternness is sometimes necessary to meet
idleness, disorder or insolence; most pupils
can be governed by a judicious and delicate
union of kindness and firmness, but a few
iron wills and turbulent, seditious natures
/ rnuct fool tho hard upuia11ipr nrooe,ro ,f
authority.
| Parents frequently use the roh with vigor
if not with positive severity at home, but cry
soutrage," if the teacher uses with halt the
same energy at school; the use of the rod, if
| possibly avoidable, is not recommended.
The teacher should enter his schoolroom
as an instructor, not as an officer, and pupils
must feel that that they are to keep the order
while the teacher does the teaching, Any
weakness in the character of teacher is
soon detected, therefore he must be strong in
character, in demeanor, with kindness al.
ways visible. The schoolroom should be a
scene of activity, but not of confusion and
boisterousness No teacher should think
that he is the only good one, nor should he
criticise the methods of his predecessors, es-
pecially If those predecessors were popular
The assumption of infalibility betrays igno-
rance, and the teacher who arrogantly pre-.
tends to know everything must beware of
traps set for his capture. Let him, on the
| contrary, invite respectful criticism of his
work, and corrections of his mistakes, thus
gaining the true respect and generous friend
| ship of his pupils. With this brief summary
of the thoughts presented heretofore, we
shall now venture few additional cautions
to those who are engaged, and more directly
to those who are expecting to engage in the
responsible work of educating the minds
that are to solve the problems ofour national
veal and woe for the next fifty, if not the
next hundred years. Let me ask every one
who is about TO take up the mantle that has
| fallen from the STOPPING shoulders of some
one grown old in the schoolroom. Do you
| know the weighty nay solemn responsible
| ty you are placing upon yourself? Do you
realize, that you are required to be, in the
profession you have chosen,a wise legislator,
| just judge, and fearless executive? Can
| you compass these three rare, yet absolutely
essential qualities of a skillful teacher? Do
| you expect to escape criticism and misrepre
| sentation as to your methods? Are you pre-.
pared TO take often for your reward the in
gratitude of pupils for whose heedlessness
you have day after day felt solicitude posi-.
lively painful? Do you know, that if you
teach TO satisfy your highest and most intel
| igent conceptions of duty, acting at all times
impariially and tearessly, you will please all
liberal minded, right thinking patrons and
people, but il you start upon your work with
the idea of pleasing everybody, you will be
weak, vacillating, obsequious, sycophant and
please nobody2 Areyou ready to accept the
declaration, that the true teacher is true re