The Anderson intelligencer. [volume] (Anderson Court House, S.C.) 1860-1914, 1890-10-02
T'E'AGHERS'GoLUMN,

RUSSELL, School commissioner, Ander
son, S. G.
A good, classical male teacher can
hear of good situation, whore there is a
prospect of permanent growth. by writ
ing to this office Il is fine commu-
nifty, convenient 70 churches, and naw
school house is to be built.
CoNCERNING SCHOOL GOVERNMENT.
"Goccm Mdiriduols."- During my
second year of teaching 1 read somewhere
this piece of advice bearing upon the
management of a school, Itthen seemed
to me sensible advice. and I determined
TO try it by following it. After ten years
of experience in obeying This maxim, |
am prepared to say that it has helped ME
more in the control of my school than
any other single principle of action.
Hence my present strong advocacy of it.
What it means, why it should be fol-
lowed, and how it may be carried out in
the actual work OF the school room, may
SEI e AS OuI JlttiI oi ltcdlinSUi,
1t means that in the.teacher's effort 10
repres5 disorder, 10 stimulate to greater
eXertion in studies to build up more
healthful public sentiment in hia school,
he should direct MS efforts mainly upon
individual pupils, not upon the school az
q whole. It does not mean that the good
order of the school rs whole should not
be the end of the teachers efforts, for no
teacher should be satisfied until hi3
entire school, or rather every pupil in
his school, is in order. But it means
that this effort to secure the gooh order
of the whole should he made mainly
upon the individual members Of that
school.
But the objection is at once made that
this will be waste Of energy, that the
teacher will only fritter away his time
aud powers by caring for individuals,
when lie should marshal and direct his
school as q whole. Such eilnrls have
been compared to that of a drill sergeant
who tried 10 train each individual! soldier
instead Of number of soldiers in com.
pany, who took each soldier aud placed
him in bis proper place in the ranks
instead of calling the order "Fall ia
The comparison is not apt. If school
management were solely training 10 ne
cilauical perfection of order and move.
neut, advice contrary to my maxim
would La best. But ne do not admit for
moment this superficial view Of schcal
management. Something of this is eyi-
dent in every veil regulated school, but
this is far below our ideal of good school
discipline. Correct outward department
must spring from hearts recognizing the
Righteousness Of order, and all must tend
to moral education | admit that the
larger the school the mere of the mill.
tary system may be necessary to secure
sufficient order for the profitable pursuit
of the purposes of the school.
Governing individuals tends more to
the proper development Of good pupil.
ship and hence Of good citizenship. 1t
loca)izes responsibility. 1t compels,
when skifully employed, self govern.
ment.
There is probably not teacher who
has taught any length of time who has
not had the following experience. When
condemning hia school or class for disor-
der or failure in lessons, he has, to his
chagrin and disgust, noticed that only
those comparatively innocent have "put
on the coat" Their sensitive natures
concluded that of course 1t must be they
who were meant; while those really
moat worthy OF censure received the cor.
demnation, as duck receives the rsin
on his back. How much better it is to
Eelecs those most in blame, and deal with
them individually: and generally III pri
vatc.
Every community of children as well
as every community of adults bas its
leaders. How trus this is in every
school Of auy size There are leaders
toward good and leader: toward bad. As
these leaders go, so go !kcir ad!ierents.
Happy that teacher in whose school tic
strongest pupils arc The kcst. Such q
school will govern itself. Always unsuc
cessful in any school is that teacher who
fails to know and use these leaders
among pupils. Study to discover the,c
at the first, and "when found MAKE {.
note OF it," Those who arc strong on tie
side Of right should be enlisted aud
trusted at the start. Place responsibility
upon them, not in public but indiyidu.
ally and privately. Those who are
strong as leaders toward evil should be
your constant study. Watch closely
until you find some point at which you
can influence them. Study to find some
good point in their characters, for they
all have them. Discover something in
which they are specially interested.
Meet them in this field, Show your in
teres. in their specially and in them.
Encourage them. Help theu:. BE hon.
est and honorable with them. Win, if
possible, their good will Strive 10 Keep
them busy. Appeal to their better
nature. IF all else fail, convince them
that the good order of the school must be
maintained at ali hazards, and to thi;
end they must be made to obey righteous
laws. In all this, again, work with
individuals and suit your trea'men: to
the varying natures of the individuals
with whom you are dealing. .-Ifct.
George griffith, Ne,c I'ahc Stat: -AorMGl
,Sch00i, IN tie Teachers Institute.