The Anderson intelligencer. [volume] (Anderson Court House, S.C.) 1860-1914, 1890-09-04
CONCERNING SCHOOL MANAGEMENT,

CONCERNING SCHOOL MANAGEMENT.
Whether the teacher incorporate much
or little of co operation of pupils in his
system of school government, there is, I
believe, correct order of procedure in
securing what is desired from the pupils.
The rules Of school, written or unwritten,
enacted by the joint action of teacher,
and pupils, or dictated by the alb.
solute will of the teacher, are be-.
fore the school. Infringements, or
what closely borders upon infringements,
of these rules come, as come they will.
What is the tenchel's true course of pro.
cedure. What course will stop infringe>
ments of laws and, and secure the best
order with the least friction, aud with
the best effect upon the pupil? What is
the line of least resistancef Let me
suggest by concrete example.
1t is agreed that during study or reci-
tation periods the best results will be
secured if the undivided attention of the
pupil is given to the work in hand. One
or more pupils are noticed to be quite
frequently giving attention to something
else than that to which their attention
ought to be given at these times. Per-
haps they are looking out Of the window
from their study seat, or are insttentive
in recitation. They are old enough to
recognize that they ought not to do this.
The teacher suggests, in way that will
be more likely to attract the attention Of
the transgressor than any other pupil,
that there is o time for outdoor attrac-
tions and time for indoor duties, and
everything should be done in its proper
time. Or if it be inattention in reci-
tation, the teachers quick eye detects
the iuattentive student and suddenly
asks him question that he cannot un-
derstand because he has not, on account
of his inattention, known what jnst pre-.
ceded. OF course he cannot answer.
The teacher pauses moment that the
pupil may have time to think of the
cause of his failure, or it may be neces.
sary for the teacher to make some sug-
gestiYe remark to make the moral Of the
incident plainly known to the pupil.
Such course as this will be sufficient
for many pupils, but others from various
reasons may persist in similar transgrea-
sions. Ifthey do repeat the ofeuse, the
teacher secures q private interview with
each offender, discusses the transgression
with him, shows him the reason for the
rule forbidding it, and secures his we'll
considered promise to desist, or firmly
requests him to desist entirely, in the
future. This step eliminates another
class of pupils from the ranks of often.
dera. Still there may be now aud then
one who does not yet desist. Now comes
in the majesty Of the law, aud the power
of the executive. This pupil must be
coerced into obedience When the teach.
er is once satisfied that the pupil does not
mean to obey, or that be is forgetful
beyond wha. is just to the school, the
teacher Immediately joins the issue. The
question is now obedience or disobedience
to just req: ements. The teacher divests
the misdeed of all its accessories. He
makes the issue plain aud uueqaivncal.
He must now, by every power at his
command, compel instant and complete
obedience, or be must abdicate his au-
thority. If the law Of the school has
been an outgrowth of school legislation,
if it is just, if the teacher has followed
the general course indicated above in
executing it, the teacher now has, in this
supreme moment, the unquestioning
moral support of his school in compell-
ing obedience even by extreme measures.
If he is sworthy the place he fills, he will
conquer, the discipline of the school will
be maintained, and the pupils taught a
wholesome lesson in obedience to Law.
1t may be that in some cases the steps
indicated above should follow each other
in quick succession. Each should follow
its predecessor as soon as that preceding
step is shown unavaiiing. In exception
al cases it may be unnecessary to dwell
upon any step before the last. There
may be now and then pupil with whom
the issue of obedience or disobedience
must be joined and he coerced into obed.
ience before he will be at all susceptible
to the other efforts. But such cases are
rare indeed.
Let me close with a statement of the
principles involved in the above. The
true order in efforts to secure what is
right of pupils is: ~ Suggest or hint.
(2) Request after giving reasons. (3)
Compel obedience Under the last point
I suggest: (a) Never stop short of this
unless the other steps secure the desired
end. (b) Do not threaten. (c) Remem.
ber the power of an unknown penalty.
(d) Assume that what you require will be
done. Never by slightest indication
reveal any doubt upon this point.
deafness (,an,t he Cured