The citizen. [volume] (Berea, Ky.) 1899-1958, 1916-10-19

SCHOOL GOVERNMENT,


when I had one of my hardest prob
lens in school government. Quite
naturally, as I thought Of that en-
pericnce, my mind wandered TO the
Berea friends who are meeting and
attempting TO solve the many disci-
plinary problems unaided in the one
teacher schools.
What are you accomplishing In
the government Of your schools?
Are you securing such order and re-
spect for law as will permit you and
your pupils TO do the most efficient
work? II so you are doing well, but
you may not be doing the best. The
great question is. What is the source
Of your government?
There are two types Of school
ACKNOWLEDGEMENTS and express
sive.
Repressive government is that
which results from the restraining
power ~ the teacher. II may be Sc
cured by means Of punishment in
flicted upon the body or the mind OF
the pupil. II may secure the most
perfect quiet, large amount Of ef-
fective studying and make a smooth
running machine out Of the school I;
but il is imposed upon the pupils.
not secured from them.
Expressive government, on the
other hand, as the name implies,
comes from within. II is the express
sion in acts Of an inward desire.-an
ideal Of conduct. I'm repressive
government the child may refrain
from whispering. saying 10 himself,
IF | whisper, the teacher will whip
me. The whispering is not worth
the punishment IL will bring, so I
will not whisper" In expressive
government the same result may be
obtained, but il expressed, the mo-
tive would be something like this.
IF | whisper will bother other pu-
pills. This may lead them 10 whisper
and we will all be hindered in our
work. The whispering is not worth
what IL will cost in loss Of study Ia
myself and others, so I will not
whisper
These two motives may bring the
same results as regards the quiet OF
the room, but there is the greatest
difference in the results upon the
character. One is a despotism. hav-
ing but little il any influence in
forming ideals Of conduct. The other
is democratic. social, calculated TO
develop social responsibility.
Look carefully into the motive
developed in your school govern
ment. Is its spirit repressivs or
or expressive9 or course il may be
partly each. Some pupils may re-
fuse to recognize the social motive.
For them the repressive hand OF the
law must be used just as il is in
society, but you have won an inn
portant victory whenever you have
changed pupil from the repressive
To the expressive attitude.
In the beginning OF a school term
much repressive may be found nee
essary, for you must maintain or
der and instill respect for school
law. no matter what the cost: but
never cease to strive for the higher
form. One by one, il may be, you
can win your pupils 10 an express
sive control in most Of their acts
until at last you have a safe ma
iority Of that type.
Never be weak, uncertain,
'goody -goody" in your government,
but at the same time, do not lose
sight Of the real aim Of school gov
ernment-the establishing of social
conduct which will function in life.
MosIem etiquette.
All true Moslems when eating must
begin with salt and finish with vine
gar. II they begin with salt they will
escape the contagion Of seventy dis
eases. IL they finish with vinegar
their worldly prosperity viii continue
to increase The host is In etiquette
bound TO be the first TO start eating
and the last to leave on. Tooth pick
ing is considered an act Of grace In
the true Moslem, for the angel Gabriel
Is reported to have brought tooth
pick from heaven for the prophet aft
er every meal The priests recite GER
tain passages OF the Koran before
and after lunch and dinner and also
before drinking water at any hour Of
the day.-LOndon Globe.
tuberculosis was known In Egypt