Wichita eagle., 1888-05-03
SCHOOL GOVERNMENT.


meeting OF the city teachersJ
1t would be preposterous to assume
that the point of view l shall take of
school government is the only rational
one, or even the most salient. 1t is not.
however, affirming too much to say that
1 it is point of view needed to be taken
along with others in order to obtain a
| perfect comprehension of the subject.
Let others present whatever phases seem
most prominent to them; for me, shall
give dne prominence, in a brief way, to
! that trite proverb, ''As is the teacher, SO
is the school,"
Whenever there is an organized asso-
citation of individuals the need Of a gov
eminent is apparent both for mutual
protection and mutual interest. In the
operation of governments laws are es-
! tablished to secure the governed every
! benefit from a right course OF
action: and TO promote every interest
which conduces to the general welfare OF
all school government is none the less
government because the province is him.
tied to small number of individuals,
nor the teacher less a govesnor because
he is not sceptred and crowned. As In
| the state, SO in the school, rights are to
be secured and perpetuated, wrongs to
be restricted and suppressed, and indi-
+! vidual interest to be swallowed by the
interests of the school. There are rights
attaching to the governor as well as to
the governed-mutual obligations are
due, the one to the other.
| Since Democratic form OF govern
ment is impossible in the school room
on account of the immature character OF
the governed, and since the teacher, be-
cause of this immaturity, becomes the
antocrat of his realm, let lis notice some
| of the essential elements of his character
as ruler, which will not only
reconcile the governed to his
sway but will also lead
them to respect their monarch
and to obey cheerfully his requirements.
More has depended on the character OF
kings in developing powerful nation
than on their subjects or the system OF
government under which they admins
tered. The spirit of the monarch, not
the proves of his arm. was that which
III the past, has broken In pieces a rival
nation and has cemented more firmly
together his own nation. The affection
of his people once secured, a king might
| lnterpOse their breats as wall against
his enemies; their hostility once aroused
against him and this same wall would
prove sure death trap. Under whatever
kind of government, the will of the gov
erned will make itself felt even though a
throne or people be in jeopardy. So
with the teacher; no code of laws SO
strong as to always shield him against an
irritated and indignant school, no system
SO weak as not to afford him due protec-
ton when once his hold on the brains
and hearts of his pupils has been Sc
cured. First, then, the personal influence
of the teacher has a potency in school
government not always appreciated.
Little men and women are subject to
like affections and passions as their elders
are, and what commands respect from
the one class commands it also from the
other; whatever awakens disgust or dis
like in one, awakens it in the other.
Though children are unripe in judg-
ment, they are no more Inappreciative,
III limited way, of nobility of character
than those of larger growth. The spirit
and manner of teacher effect them
favorably, and if the latter, they can
show resentment quite as forcibly as
those who are older. Since the teachers
personal influence has something to do
with the establishment and maintenance
of good government in the school room,
what are some of the factors that enter
into that influence: Negatively, any
oddly of form, feature, manner or speech
is against him, (the teacher) though
it need not necessarily always
impair his usefulness. Some of the
most genial men, some of the most
fluent cOnversationalists, some of those
who were most kind and benevolent,
possessed an exterior quite contrary of
that true inwardnesS which afterward
appeared on better acquaintance. Still
these peculiarities had to be known as
such. and until known could scarce do
else than provoke prejudice.
The graces a teacher possesses mot
those he can assume) are needed even
that first day on which the first impress
sion is made, which often proves lasting;
nor must they forsake him while he is
connected with his pupils. If he possess
dignity of beariug. a courteous manner,
an affable disposition, a high sense of
honor. air of kindness, a well modulated
tone of voice, decision of character, or
even that endowment-not the badge
of all our tribe-comiiness of per-
son: these are instruments of his
power to ingratiate himself i'll the
hearts of his pupils. Certainly he can
be courteous without being servile. digni-
fed yet not arrogant, benignant yet not
gushing, affalable. vet not a bore, social
yet not neighborhood gossip. firm, yet
not overbearmg, comedy, yet not pose as
an artists model. 1t is not easy to over
rate the personal influence of teacher
in its power over pupils if he possess the
tact to use it directly. Scholarship alone
(of which more anon disjoined from
other attractive personal traits oyerawes
pupils and commands their respect.
When teacher invites the confidence
of his pupils he is in fact, establishing
much nearer relationship than many
parents sustain toward their children.
With UNMARRIED dignity this confidence
can never degenerate into undue famil-
iaritv subversiye alike of both confidence
and government.
Contrast to teachers, the one who
out of pure interest in his pupils and for
the better government of his school.
makes himself an adjunct Of their best
aspirations who even listens to their pu-
erilities and so discovers what is best to
encourage and what to condemn: TO
whom, out of respect for his opinion. a
pupil will dare go for counsel, or to &C
knowledge a fault or weakness of charac-
ter, TO speak of the thousand of little
things that make up the sum of living
contrast his teacher and the basis of his