The Newberry herald and news. (Newberry, S.C.) 1884-1903, 1891-10-29
Schaol Management.

Martin Luther.
Schaol management
The Importance Of beginning right
will be conceded 10y every teacher. To
many u teacher the battle is won or
lost the first day of the school session;
perhaps the first day.
We should have our work all mapped
out before we enter the school room,
and should adhere as strictly as posi-
BILE to the plan. 1t is highly probable
that circumstances will arise for which
no provision has been made; then the
good Judgment of the teacher will be
called into play.
When we enter the school-room we
we should be alive to our work and
alert. Let our actions impress upon
the children the fact that we have a
work in hand to do, and that we in
tend to do it. Do not let US delude
ourselves with the idea that our pupils,
being children, can not place a just
estimate upon uc. On the contrary,
they are most critical observers, and
soon make up their minds as 10 the
ability of the teacher to 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
be able to give this attention good
order must prevail; that while we have
the authority to enforce good order, we
desire that it emanate from their will
ling obedience and their sense Of right;
that we wish not to govern them, but
to assist them in governing themselves.
Our success as teachers wilfbe 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
himself 1t is what we do for ourselves
that educates. We learn to do by doing.
The teacher assists the pupil in learn
ing, mot hearing, as the Editor made
us say in last iSsue,) presents the occa-
sions, and 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 them to high
plane of mental, moral and physical
excellence.
In the management of :. school self
control is absolutely necessary. A
teacher who has not this qualification
need not expect to attain to the greatest
efficiency as al educator. Many a
student has been discouraged by Sharp
and ill-judged reprimands from a
teacher who had not sufficient scif-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 Is indlspens-
able. Different children require differ
ent treatment both as to development
of mind and morals. Just as a skillful
physician administers different nedi.
cines to different persons for the same
disease; so skillful teacher ad'niAis-
ters different punishments to difiereot
pupils for the same offence. The idi-
osyncrasies Of the patient must he
taken into consideration. The punish
ment which would subdue one child
would render anothercallous.
In these days the efficiency of a school
is not reckoned by the number of flog-
girgs administered per day; but 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 weneed anticipate no trouble
as to thei: management. To win this
love and confidence prove ourselves
worthy oft Be perfectly natural, if
it is natural with you to be kind, con-
siderate and sympathetic. If these
traits are not natural, then be un-
natural: by all means be kind, consid-
crate and sympathetic. Do not let us
think it beneath our dignity to partici-
pate in the games of the children dur
ing play time. Right here our leader
ship is needed. Play should be carried
on with the view of resting and invig-
Grating the pupils. Exertlon must be
relieved bY amusement. 100 FlOleDt |
exercise is to he avoided as violating |
both physiological and hygenic princi-
Piles. Aside from doing great good in |
thus shaping play and making it sub
serve a good purpose, the teacher has a
better opportunity to enter that subtle |
atmosphere which surrounds children,
and into which it is so desirable to |
enter. To some this charmed atmos-
phere is repellant. Such never fully
get in sympathy with the children,
and hence never attain the greatest
success in their management. To
hose who enter this atmosphere the
hand of comradeship is heartily ex-
ended, and they can gently lead the
.aptives, s along % the highways W O. l"arn2
ng. r. w. K.