The Jasper weekly courier. [volume] (Jasper, Ind.) 1858-1922, 1898-03-25
EDUCATIONAL COLUMN.
Edited by l.. +. SUTHERLAND,
superintendent Jasper schools.
SCHOOL MANAGEMENT.

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The subject of school manage
ment seems hackneyed to many
teachers, but the real fact is we
want more operative and less theo-
retic management. 1t is one thing
to theorize and quite different
thing to execute to the ultimate
satisfaction of patrons and pupils
Almost any one can plausibly theo
rize, but comparatively few can
reasonably well execute his own
plans in he school room. l. is
easy to imagine how thing ought
to be done, but to attempt the doing
of it is the precise point where
failure steps in. Pupils are compe-
tent and thorough readers, especial
ly of the teacher, both i'll the school
room and on the play ground, they
rarely make mistake in "sizing
up" the teacher. If he is translated
by them to be weak vacillating be-
ing, then their "fun begins" they
will handle him as tool and "an-
nov the life cut of him" Pupils
very soon lose their regard and sim
plest respect for such teacher and
as quickly learn "to hate him, /"
secretly if not openly, for his
shameful weakness. On the con-
trary, the teacher who does actually
lexecute his fair and reasonable regu-
lations, with even-handed Justice,
without fear or favor, to one and all
alike, is the teacher who establishes
himself a living monument in the
memory Of his pupils, and even in
their advanced days is referred to as
"the teacher who did them more
good thar any teacher they ever
went to" Teachers err in over
looking the little details of school
management, and in directing their
force of energy to what they deem
the "big or important points, and
lust here is where the school is un-
dermined and failure begins to en-
compass everything.
A few of these minor details are
now submitted in the hope that they
mjy operate suggestively at least.
/. All pupils should be formed in
regular straight lines, for marching
into or out of the school looms.
This should be done uniformly, and
the pupils passed without haste,
pushing or disorder of any kind.
Talking in the line should not be
tolerated a moment for any reason.
A pupil who displays spirit of in
difference or impudence should be
dismissed from the line promptly
but courteously, and sent back to-
pass orderly by himself.
2. Pupils should be taught to
stand and walk with head erect,
shoulders well back, hands at the
sides, and eyes to the front. The
habit of walking with the hands be-
hind, while it keeps the shoulders
back, units pupils for walking
properly anywhere else whether that
be onthe street, in the drawing room
or in the ranks as soldiers.
3. 1t is wrong TO tell pupils "to
walk Oh their toes" This is often
done by young teachers obviously
to prevent noise. 1t is not light
for pupils to do SO; CD because it
makes them hobble; (2) because it
leads to the turning in of the toes in
an awkward manner; (3) because
it prevents an easy and elegant gait
in walking Pupils can walk nat
urally without making much noise,
and they should be compelled to do
so.
A. They should be taught how
to 90 up and down stairs, if there is
a stairway in the building. Most
pupils 90 up or down stairs three
steps at a time while they should go
but one. Two or three lines can
walk on a proper school stairway,
side by side, and thus nc time will
be lost by steady uniform step.
Rapidly of steps is, however, not
the worst evil in the walking of pu-
pills on stairway. 1t will take a
great deal of care and watchfulness
to secure proper lightness of step.
Pupils are always inclined to stamrI
when marching in time on a floor.
They step as though knocking snow
from their heels in winter. They
must be trained to hold the feet
with the muscles of the lower ex-
tremites, and place them gently in
the proper positions, instead Of al
lowing them to drop like animated
weights.
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