Year: 1873

the above caption, l would not call to
mind the teacher from Flat Creek
nor the soldier from 'Lundy's Lane
but I would ask attention to a few
words upon subject Of more impor-
tauce both to teacher, pupil and par
ent.


School government, as generally
considered by those who are unaccus-
toned to look beyond the mere per-
formance Of an act for the motives of
the actor, is kind Of faculty of the
mind or = natural talent, which only
needs field of operation in which to
develop itself into formidable pow
cr.


Thus intrenched behind such mar
row views, they are ever willing to
attribute the failure of a teacher to
the absence Of this so-called natural
talent or power Of governing. This
is the view generally held among
school officers and patrons of our pri-
mary schools.


The absurdity OF such an idea Of
school government may be seen at
once by him who will carefully study
the theory of government. How Of
ten is it the case that teachers are en-
ployed by the proper school officer,
and instructed to enter upon their du-
ties in language similar to this: "Now


we expect you to teach US q good


school. Keep them straight, for the
district expects you to govern the
school. The last teacher we had was
. very good one; had good educa-
tion, and could teach any scholar that
came to school; was fine fellow, but
nc cUuit mot govern the scasUOi. We
had no government" Thrown upon
his own resources, with no foundation
upon which to rear his fabric of gov
ernment, he enters the school-room;
assumes certain rights and powers,
add begins to exercise the same
But perhaps his manner Of procedure
does not agree with the "whims" OF
his patrons, and test case is brought
that the power of the teacher may be
established or overthrown. Then who
has the power? Of course the peo-
pie and the school officers; and the
teacher, unaided by these in the be-
ginning of his labors, has committed
an error, and must noao succumb and
be denounced as a '.failure." Such
conflicting ideas between teacher and
officer, officer and parents, and parents
and children. create discord and
strife, and can never be harmonized
until the powers and privileges of
each are more specifically defined by
law. According to the present school
law Of Iowa the teacher is considered
the representative of the board Of ed
ucators, and is amcnable to the said
board for the manner in which he
performs the functions of his profess
sion.


If such is to be the law of Iowa let
boards Of education prescribe rules
and regulations by which all the
schools in their several towns shall be
governed. and then let the teacher,
as the representative of the board"
be invested with absolute authority
to enforce them, aud then we will
have no such thing as stature" on the
part Of teachers who may not possess
"natural powers of government 1t
is true that teachers differ in their
methods of governing, but their pow
ers to govern being acquired, and not
natural, must be the same in effect.


| know some will object to giving
the teacher absolute authority in the
school-room: but | refer to the facts
of history as shown in the government
of graded schools, academies, and the
higher institutions Of learning in our
as proof Of the proposition
that "The absolute authority Of the
teacher is the best safeguard to tho
highest interests of our schools. y.
This, however, is not without its de-
fects, aud subject to great abuse; but
the good it would do would more
than compensate for the abuse it
would receive.


Teachers, parents, and boards of
education Of Cedar county, l ask your
careful consideration of the thoughts
here suggested. A TEACHER.