The weekly Union times. [volume] (Union C.H., South Carolina) 1871-1894, 1893-06-16
Government.

This is one of the plain every day suIjec
and with some it means wonders, with others
worry little. The importance of the word
depends great deal upon the education
ono's mind has had along this line.
What, then, is Government? 1t is only
order brought about by methods aud for the
general good. Whom the world was created
everything was chaos but the strong hand
of Power soon brought order out Of confu-
sion, and the sun aud moon were fixed in
their paths-the one to govern by day, tho
other by night. So through all these cycles
of years this beautiful system of order has
rcigncd and man, the greatest Of creation,
looks conhdingly to this government intro
duced from the beginning
Nations in oil ages have had rules. Some
times they governed by absolute power,
sometimes by limited, and sometimes by
common consent. So it is now. All three
have their advantages, all three their fail
ings.
From these we turn to the school-room,
which, as n factor for fitting mon and women
| for their different positions in life, is second
| to none. There, too, must be some one to mako
! laws or rules and see them carried out.
A school-room without quiet and order is
poor place TO train the minds of the chit
drcn intrusted to the care Of the teacher,
who, perhaps, finds world Of difficulty in
exerting seif-control. But when this field of
labor has been chosen, one must do all that
the position requires. Sometimes this is
hurCuean task iu itself
| have found plain, practical talks on
duties, from one scholar to another and to
the teacher, often beneficial; but the teacher
must not think all the duties ore from the
pupil, and that he is a dictator. Pro misses
must be kept; constant desire for the
elevation Of the child, shown by words antl
acts. Let the children feel that they have
true friend in the teacher. Listen attcu-
lively to n chids troubles aud never speak o
suffer pupil to speak slightinly of the par.
cnt of any child, their ways or their homes,
i; their all. Use no partiality with punil.,
aud let this not be affected. Educate your
heart to put yourself in other peoples
places, and while one child may come from
home OF rehnement, one may come fcoml
rough "neducatcd surroundings, strive II
'io!i the scales of justice equally bsluncs.
between the two.
Try to impress upon the pupils than you
want to return them to their parents at She
end of the term improved to the full amouht,
Of the money which they are investing and
let them know that you intend to have order,
neatness and politencss. DO not, under
any circumstances, tolerate impertucnce
Let your punishmcnts follow every xilful
violation of rules. D. not fly into a passion
and punish indiscriminately. d. not pun
ish small pupil for what you tolerate in o
large one. Do nc. chasiise p1or peopleIF
children for faults that you have to be bIsf
to in wealthy patrons children. Do Sd(1
make yourself so little as to BE- dependenk
upon the whim of any one patron, for fear
Of n few dollars shortage in salary.
Ii is well 10 listen to advice from trustees
and patrons Of school, as different neigh
horhoods or towns have, sometimes, local
rocks on which split in school might occur.
Never accept a position which you are not
competent 10 fill but be fitted and then 60
on, bravcly, cheerfully discharging duties !;
fully earning your money.
De no, hesitate to compel obedience, by
gentle means if possible if not, use tho
rod, not as if upon brute, but with a dig
nifty that will convince the child that IL is
not because you can, but that he must be
attentive to studies for his own good that
all other methods have baen faithfully tried,
and to this e must yield.
If the age Of the pupil sxempts him from
such humiliation, do not hesitate to send
him nome, for or two pupis Of that
stamp are sufficient to dcmnri'ize a VIII ofe
school. H.. -