The Indianapolis journal. [volume] (Indianapolis [Ind.]) 1867-1904, 1901-12-15
NEED FOR men TEACHERS
SAID TO BE SHOWN BY INCREASING
NUMBER OF UNRULY BOYS.
Assertion Made That Women Are Sell
dom Able to Hold Older Class of
Boys Under Proper Control.

IS painfully conspicuous in the smaller
cities and in the rural districts. In &C
counting for the deplOrabIe condition of
our youth the writer only expresses a time
worn pIatitude in asserting parental care
lessness and indulgence as the cause. Such
was common In the world even 5 far back
as when the bald-headed prophet evoked
the agency Of the she bears IN reminding
parents that disaster to childhood often
results from want Of parental control The
State must have a means OF correcting the
far too-ccm mon laxity OF parental control
or It mus lnish in it's courts the result
Ing lawIe IS OF the children.
The key te OF reform was struck some
two years ago. when. by an organized
movement, the women voters OF Peoria
elected School Board pledged TO the en-
pIoyment OF men TO fll the higher positions
IN the grade schools. The example OF Peoria
has been pretty generally followed all over
Illinois. having a marked effect for good.
Even In Chicago the man teacher is now
at premium.
The gradual disappearance OF men from
the schools has been one of the most pro-
nounced features Of American school econ
omy. With the exception OF the high
schools and night schools. the man teacher
Is about extinct so far as our own city is
concerned, and his tribe has been so far
reduced IN the United States that the very
name OF his once honored profession has
been feminized, not only in educational
publications. but in the daily press. and IN
conversation the pronoun she or it's de-
clined form invariably represent the noun
teacher
THE RULE IN GERMANY.
On the other hand. the tendency in Ger
many is to the other extreme. men ex-
cIusively filing all places from the primary
grades 10 the highest; but the wisdom Of
such a policy is equally questionable.
In our own country this extinction Of the
male pedagogue has been looked upon as
& sign OF progress IN that. as alleged. it
substitutes feminine gentleness. tact and
sympathy for masculine sternness and
brute force IN tho government OF youth.
But does this Characterization Of the two
classes consist with ths actual facts7 Take
the case OF our own city. Until such CON-
duct on the part of many OF the teachers
was inhibited by the present management,
did not the sudden. impulsive, spiteful,
singing, and often forceful feminine slap
often redden the faces Of children IN the
lower grades? Have schoolma'a ANS been
appealing TO the rod? In fact, women often
make use OF forms OF punishment which.
II adopted by male teachers, would be con-
sidered brutal and at once be resented by
parents either by physical contact or by
litigation The main point OF difference Is
that the man generally manages the little
ones without much resort to physical force,
but occasionally invokes the rod In the
oF hOxr hot hou NJ
when they have to talk down 10 their
mothers and feel almost able to thrash
their fathers. While on the other hand. the
woman. as Is often the case. slaps and
spanks the smaller pupils and reserves the
much-landed feminine tact and winning
graces for the ones that are beyond her
physical control.
Understand that the writer does not I'm
pute harshness and Partially TO women
teachers as q class. but In stating It as the
exception he also maintains that sternness
and the use OF brute force by men are
equally exceptional.
AN UNWISE LAXITY.
Some years ago an article published by a
leading educational journal gave a power
full impetus to the movement 70 expeI men
from our schools. The writer argued that
women are more successful than men in
the government OF large boys. By Stats
tics he showed that by far the greater
amount OF litigation due to the punishment
OF pupils. and the cases OF conflicts between
teachers and patrons. were in cases where
male teachers were employed. Where both
sexes are employed IN any section the fact
as set forth Is a matter of common obser-
walton. In admitting his preference for
women one trustee aptly expressed the gen.
eraI truth in the words: In every one Of
my deestricts there's always one or two
families OF tough boys; 1 generally employ
women because they always kinder sorter
toll 'em along. A man. leastwise one OF
these regular old school teachers, always
kicks up a fuss. I sometimes git hold Of
some young Teller who only wants to arm
some money TO Mt himself for something
higher than teachin'. and sich a one can
most always DO nearly well as the
women"
But the ultimate effect of this "tolling-
along" process is simply the Sinking of a
duty OF discipline precisely at the time
when it's fearless execution is the one thing
needful. The fuss" is only postponed
The young scapegrace well knows that he
Is the object of tact" and that he is 10
be "got along with" and he plays the
game Tor ali Is worth. In due
time he will expect courts and
turies to become as considerate students
OF his idiosyncrasies as his teachers We're
and. greatly TO his surprise. and the sur
prise OF his parents as well. he is disap-
pointed. Hence II Is that an occasional
fuss IN a school, 50 far from being an
imputation upon the professional ability OF
the teacher. may be a wholesome sign Of
duty done. The typical man-teacher OF
former years was conscientious: no felt
that he important factor IA ad-
vancing the welfare OF society. The little
ones felt secure under his protection. He
was sympathetic and companionable with
the larger boys. but they well knew that
there was assortment Of rods lurking
around and ready 10 emerge upon short
notice, and the .frate patron thoroughly
understood that II he visited the school in
spirit OF bellgerency. or made hostile
demonstrations toward the master when
ont OF his school. he would be we'll enter
tanned IN either case
Even though the use Of corporal punish
ment be prohibited In our schools. there
yet remain good reasons for the employ
ment or men in the upper departments OF
the graded schools OF cities and towns and
OBJ Naf 10 al