The Newberry herald and news. (Newberry, S.C.) 1884-1903, 1891-10-29
School " auanement.

Tie Importance Of beginning right
vii! te conceded by every teacher. To
uauy 4 teacher the battle is won or
lost the first day Of the school SESSION;
perhaps the first day.
We sH0u.d have Our work all mapped
cut before We emter the schoo! room,
and should adhere as strictly as posi-
hle 70 The plan. IT is highly probable
that circumstances will arise for which
10 provision has been made; then the
good Judgment Of the teacher viii be
called into play.
When We enter the schUy!-roDm We
We should be alive to our work and
alert. Let our actions iuiprtss upon
the children the fact that we have a
work in hand 10 Go, and that we I!
tend to DO il. DO not let Us delude
ourselves with the idea that our pupils,
being children, can not place ust
estimate upon u. On tie contrary.
they Hrr most critical observers, aud
soon MAKE up their !uiuds as 10 the
ability Of the teacher 10 manage them:
hence the great value Of favorable
first impression.
The first thing to be impressed upon
the children, is that without their will
ing attention We can not teach them
successfully. Then show them that to
Je aGle 70 give this attention good
order mus: prevail; that while We have
the authority to enforce good order, We
desire that 1t emanate from their will
ling obedience and their sense Of right;
that we wish not TO govern them, but
TO assist them III governing themselves.
Our success as teachers will be in pro-
portion to our ability to arouse the self
activity Of the pupils, and To secure
their willing attention. BY Self-activity
We mean that which the pupil does for
bimself. 1t is what we do for ourselves
that eGucates. We learn TO DO by doing
The teacher assists the pupil in tenrn-
ing, mot hc0rinJ, ~ the Editor made
lis say IN last issue presents the occa-
sions, aud determines the extent and
degree Of his activity.
We must convince our pupils that
We are not come to exact obedience by
the rod; but that we are come to them
as their best friend, with the earnest
desire in our hearts to do all for them
that We are able and that it is our con-
slant purpose to elevate thenl to high
plane of mental, moral and physical
excellence.
In the management Of :. school self
control is absolutely necessary. \
teacher who has not this qualification
need not expect to attain TO the greatest
efficiency us ali educator. Many a
student has been discouraged by sharp
and ill-judged reprimaDds from u
teacher who had not sufficient sc.f-con-
troll, and who in calmer moments felt
ashamed Of his hastiness. In regard
to reprimands and punishments the
greatest caution should be observed.
We must study the peculiar disposition
OF our pupils. Here some knowledge
Of educational psychology j. indispens-
able. Different children require differ
ent treatment both as to development
Of mind aud morals. Just as sliiiful
physician administers different mcdi
cines to different persons for the same
disease; so a skiilful teacher ad'niAis-
ters different punishments TO different
pupils for the same offence. The idi-
osyncrasies of the patient must he
taken into consideration. Tie punish
ment which would subdue one child |
would render anothercallOuS.
Ii these days the efficiency of a school
is not reckoned by the number of fog
gings administered per day; hut on the
other hand the tact and skill of the
teacher is evinced in good, orderly |
school carried on with the minimum
Of corporal punishment.
If we win the love and confidence of
our pupils We need anticipate 10 trouble
as to their management. TO win this
love and confidence prove ourselves
worthy of it. Be perfectly natural, if
it is natural Witl3-.z.4-.:,s,a aEaRn az Nj
si6erate az Zach other and distance 7 !,
~ yne one-hund-@'tr - =. / = y
&nro6,,co - o.. ..-....