The Abbeville press and banner. [volume] (Abbeville, S.C.) 1869-1924, 1889-09-04
SCHOOL GOVERNMENT.
THE oBJECT-ITs NATURE-ITs ADMINS
TRATI0N.

Il
THE oBJECT-ITs NATURE-1Ts ADMINS
| TRATIoN.
An Address Delivered by Prof. J. C.
| Cork, Before the AbbeviIlc Teach.
ers' Association at Due West, 8. c.,
| August 22, 1859.
In looking over the query boz column Of an
educational journal the other day, we found
this question asked dy. lady teacher: How
can make my school attractive 10 my pu-
pils?" The Introductory remarks OF the an
swer given by the editor were about as fol-
i lows: "Perhaps yours Is not school, ana per-
deseryes the name can make her school as at
| tractive as o circus to her pupils.
The whole answer is impractical. rs can be
readily inferred, and tended rather 70 dis
thau to be Of any profit to her IN her arduous
| work.
We fear that too many OF our leaders Of edu.
thought are n brnq tbem
/ into public favor than upon any intrinsic
value they may possess.
According to some Of them, teaching Is only
delightful recreation, and going to school
and mastering the most difficult studies Is
nothing but play. Every one who has &C
quired an education or who has taught sue
cessfully knows that work, earnest work, is
an essential feature Of both employments;
and 80 long as this feature remains, going 10
school VIII nst be tne hnS oL pay c,rsrs 70 ns
aIractlYe 10 tne aVerage sSnootuu9 9 1890 90 nS
~ course we snouia stuay nsM mesnGIS s,,g nSe 90
them as far as 1t iS practicableho DO 80; but we
must discriminate between the true ana tne
false, between what is intended merely 10
make p9ollc lecture aLtraCtiSe W ps,,iis pl0miii,s
used in.the schoolroom. Whenever any theory
proposes to eliminate all lapori9us worK uroIn 11a
the yocaons OF tne seaSner as5 - Soise ine
work which pupils do that educates them, and
they are eouc1teo n oraSr CnaC tney lay DOi -
more emclently' menIai training oohois'' III
mental Work. ~ 80 ro,horr
and Webster were really better educated than
| some OF the great men OF our cay, 1ecause,
not having the easy methods OF learning L9al aal
we enjoy, they nap 70 isoor more sraeniny b oIl
tanned by that very labor more tnorougn
mental training; AZ. ,.,, no.
In discussing tne supJecI tnat nas peen as
shsa doWn Hs ,T sis nsw syste Of school govern
ment tnat VII make eae wOh n W. Sne sboIi be
room an exceedingly easy one. we snaii 10 Re
satsnea II wnaS ny we say w 10TH ,eschers and
pupils. .o,,,,. ,,-osont sa,vas for onr con.
5nres Lop1cs pIessns SIeat 30 soSooi nnrern.
sloelaton: rnst, sle Ia VI sO I'LL ssts Cd
MEM; sefinn sefTnu' i'S n"'u'e ANU 40
nlnis'fa''on' \ -
| THE OBJECT.
| We remark in the first place. that the direct
object Of school eoyernment is to preserve
onv t;ma IN .snaaki1e Of order AZ the indis-
nay1,ohie Condition 5f all successful school
RunrS 9orJer is hea van,s rat iaw.n and NJ ia
aoout as hecessa 10 Sne =, fuess u schoo1
nrn 40 aara3hImg W Su1 10 ,heoa and cnnfnson can
ns muo.e snaSt amS nne q" Sar from hajnu han.
Sc,a, Is snnS :cooI that T. is nositiyely in
furious to all those whe come within It's in
fuence. >.
Tne iWportance Oh oiuer 10 aenoastfaesdd ~ ~
US IN ali tne Works oI mature ana aIS, anu :. ~
mas Deen louna neseSsay IN oveTy yroIa rGa t tbe
ganlzaton, ,.o tte % ~ aat az nstIons
S'saIt Srvai a. 4. essantiaS p onr enhonis -
surely 70 y, necnsssrv Sos the nreser
ihat gu ,n1is 10 nisSsr .o W. ora hv
Vation VI ! osH1f rauad nd th,s denrav,ty
natuTe LILY. ase aarin 'n,n aee is TIE
Inaniiess ,eesm a ~ ~ nhiid as T. 10 oS the
mnreaenerats = man. To do evil and that contin.
haaL iensht ~ to I'd do 40 at home or somewhere
sa oseu W. In,~bt ea yell eInect tender plant
tm 9.ow mn %ithout nroteetion and without
cultivation into a vigorous and fruitful stalk
the Restraining influences of government.
Another. though an indirect, object of school
Ieoyernmert is TO prepare children for becom-
5no orderly end I1seful citizens, AS we IRE.
whara {here IA a lack of parental government.
sn We NAV expect disorderly citizens from
badly Governed schools. Where children are
re~n{red to ack nowledre the rightful authority
~ thafr tsachers and are subfected to whole
some restraints as thew mirigle together in
school. thew will be very likely in after life to
ohey the laws OF their country and respect the
rights of their fellow-citizens. Teachers would
do we'll to remember that they have in each
one Of their pupils fnaure citizen, and that
they will be responsiblei in large measure for
the kind OF q life he may lead. ..r
| =. ,rrs HArupE.
y hte SAhoHh' ..
No special form OF government can pc re-
commended as abstractly the pest, 1or IN lram-
ing system OF government we must always
consider the character OF those who are TO be
\ governed by 1t. A republic Is best for the peo-
j pie Of America, while despotism may be best
| for the countries OF Africa. Moral suasion
4 may suit one school best. and an altogether
4 different method may be best for another.
/ Where communities differ very widely In
tastes, morals and intelligence, any specific
plan Of government, though given by the
| be as worthless as was ''Locke's Grand Moaer'
i TO the early settlers of Carolina. The best
guide for the teacher In this matter is his COM
l mon sense. and It is TO be hoped that he has q
4 liberal share Of this valuable article. II he
has not let him apply himself diligently
! thoogh quietly, to the study OF human nature
Il as he sees 1t around him every day. and he
NAV soon have far better insight into the
Characters OF the people he is among than
thew are aware of. Let him study with care
i The Community In which his school is located,
l and estinate as correctly as possible the de-.
4 eree Of intelligence and morality it possesses.
II IT, \ i T..I.-