The Cecil Whig. [volume] (Elkton, Md.) 1841-current, 1895-02-09
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THE BETTER METHODS OF
GOVERNING SCHOOLS.
Paper Read Before the Cecil County
Teachers Institute, Jan. 80, 1895.
BY MISS MARY G. ANDERSON, OF FAIR
HILL

The secret of success in the government
of school lies in the strength of will
possessed by the teacher, and her power of
leading the pupils to desire and to will to
do those things which are right.
The will acts in obedience to motives;
how very important it is, then, that chill
dren should be stimulated to the higher
of Il moral education When cultivating
the moral feelings, we are, at the same
time, educating the WILL inasmuch as we
are providing right motives to influence it.
In the school room everything should be
encouraged of whose salutary tendency we
are convinced, but nothing permitted of
whose evil influence we have the slightest
suspicion. Train your pupils to do exactly
what you request them to do; it will
cultivate habits of attention, of quick and
accurate understanding, and of chewing
orders implicitly.
Have a deep personal interest in the pro
gress of each pupil. They will soon be
brought to knowledge of the fact that
You are laboring for their best interests
and will appreciate your efforts.
Willing obedience should be one of the
first principles instilled in their young
minds but forced obedience is seldom
attended with good results; it indicates
nd nj |
you would teach children self control, first
practice it. Meet the gravest offences with
calmness; deal with them gently, but
firmly.
Your school will never be much better
than you think it is; therefore, set your
standard high, and keep striving. 1t is
your sphere for earnest work, and that
work should be done in IA business like
manner. Those under your control should
be impressed with the importance of enter
tanning only good thoughts, and of acting
from right motives Praise their work, if
you can do so iudiciously; censure, SPAR
ingly.
The dispositions and habits of children
should be carefully studied, and an effort
made to ascertain what most readily inter
estS them, and arouses their dormant powers; ;
when that is known, you have ii key to
their respective characters, and can form
plans as to their proper management.
We all know that, in general, children
possess volatility and owing to that, some
OF them will be occasionally rcbelious, but
obstnacy need not be feared, unless there is
mismanagement, for they cannot ultimatly
resist if they are cognizant of the fact, that
the teachers will is stronger than theirs
and that she will finally triumph.
The teachers authority should not be
based on her personal superiority; nor
should she manifest Feasibility and strong
passion in the presence of her pupils as
this is always disastrous to good govern
ment, and in nearly all cases, ends in
modification and self abasement to the
teacher; while calmness and iirmness tend
to elevate her authority above all personal
considerations. Authority, to be thoroughly
then, and only then, will it command
respect, and encompass the child beyond
the teachers personal presence. Direct
authority should not be exercised indis-
criminately, but only where it is absolutely
needed. 1t should supplement- and
strengthen motives, but not supersede
them. To be always expressly commanding
what a child may be easily led to do freely
OF his own desire will never confer on him
the blessings of a strong character Children
should be taught to govern themselves and
only when the teachers best endeavors to
this end fail should she resort to coercive
measures; but considering the fraities of
human nature, force and even corporal
punishment sometimes becomes necessary
in the managing of youth. If children
were properly trained from infancy, and
implicit obedience required, | think there
would seldom be any need of force in their
government. Punishments should be
adapted to offences; if the offence is grave,
the punishment should be of IA like nature.
Expulsion may be in some cases, iustiIiable,
but during my experience in school work,
have never found it necessary. Pupils
who have been expelled from school
invariably assume an Indifferent attitude
towards all schools and teachers, and have
no desire to return to school duties; if
forced to do So they will endeavor, at the
first. opportunity, to commit some misde-
meanor, inviting expulsion again These
children, when they grow up, become the
Pariahs of society, Stunned by all cultured
people.
The example of the teacher has most
powerful influence on the discipline of the
school: the tones of voice, language used,
disposition, orderly habits, and neatness,
each have particular influence Children
know but little of virtue in the abstract
they comprehend it as it is embodied in the
actions of those with whom are in daily
contact: with Them things seen are miphtier