Rensselaer Union, Volume 9, Number 18, Rensselaer, Jasper County, 18 January 1877 — The Teacher vs. Government. [ARTICLE]

The Teacher vs. Government.

* IS SAY BY MIBB XBU.OI A STOUT. A school is bat the reflection of the teacher, .%i the teacher ia, go ia the school. We stamp oar manners, oar morris,our characteristics upon the susceptible minds of those looking to us for guidanoo, and who reapeot us as superiors. A successful teacher and a well-governed school are synonymous terms. He must possess many requisites before be can gain any reputation in the school-room; mast be fbaster of himself before he can be master of the situation; must be qualified intellectually and spiritually; must be adapted by natural endowments, and by physical structure. When we have the qualified teacher—the energetic, ambitions and live one, we can discuss school government; but the two eannot be separated. Show me a teacher who is anxious concerning the progress of each pnpil, who crowds study into the six bours until there is not one moment for idleness or mischief, who points out a goal so that the minds aB they unfold their germ leaves can send their roots down so deep that the step* are surely taken and the last ones maybe as well accomplished, who draws the tender minds up towards the Creator, finding the Infinite in every lesson both of books and nature—show me this stud I will show yon a well-governed school. Teachers have much to contend with. Asa class we are denominated indolent and are said to receive too much money for oar labor of body and mind, the latter of which is much more exhaustive. No one wants to board the new teacher, unless he can charge a high price for it. There is some ground for this feeling; for we ar« often preceded by those who hear the name with not one necessary qualification. For instance, the young man who is constitutionally in body and mind, having no money to supply himself with necessary eanea and five-eent cigars, looks about for a means of obtaining the most money for the least investment of of labor. Ha secures a school thinking that be will be obliged to stay in the house only six hours a day and do nothingbnt hear lessons said. Or the young woman (for our sex is not without butterflies) whose parents eannot supply her with gay ribbons and cheap jewelry. So she teaches. Teache«, did I say? No, only spends her time in the echobi-room, completely disgracing the name of teacher, and leading her school into bad habits that will take her successor a full term to eradicate. What these accomplish is worse than a minus quantity. In a well governed school the teacher first inspires respeet in the minds of the pupils by showing a character of spotless purity, and a thorough knowledge of tht branches studied. This gained the next necessity is a love of the work. It is useless to-oompel a man to make watches whose taste does not lead him too it. His fingers are too clumsy and the watoh heconstructs cannot keep time, not even sound a tick. It is useless to compel a woman to make bonnets who has no taste for it. The bows are flat and ngly, and both time and money are loot, for no one will buy* not even on tick. So with the forced teacher. Indolence and neglect will reign king and queen over the room where industry and zeal should be enthroned, and you will not hear the tick, tick of the penoil hastening to finish one problem in order to begin a new one; and the ticking of the clock warns them that the time draws near when they must render their account, but they heed it not for they are not expected to learn very much. The teacher whp loves the work will use all the strength and power given to make the school a TjrjU be ambitious l# see each

scholar learn; will anxiously note every oceurrenoe, and what others would deem an obstacle will turn to s great advantage; will conscientiously spend the whole of the school hours in active work, and as much mors time as will be of benefit to the school; will study the human natnrs of each pupil, shunning neither the good nor the bad. And the mieohievious one must have bis share of attention. Yott may think him studying; but, watching- frem the corner of your eye, you will see him “hiake a nose” at bis neighbor, who, thinking it improper to retain snch an article, must needs send it back. This keeps the mind on the alert for a variety, of phases, nntilone needs the patience of Job, the wisdom of Solomon, sod the foresight of ail the prophets to keep eaeh under proper control.

Perhaps one of tbs strongest powers behind the throne or desk is the power of affection. There is scarce a child so dull or hardened, so stupid or independent, so sly or ngly, bnt love will reach him sooner or later, perhaps later, bat better then than never. When he finds in his teacher one who believes he can learn, and knows he is going to try; who is anxions for his individual progress; ho will brighten and grow ambitious, often peculiarly so. But if he has the ambition of a horse jockey even, it is better than the former state; for once aroused the mind can be lead in different directions. If we have not this power Ist ns acquire it, or split wood and wash dishes; for it will do in s school what nothing else will do, will quell a rebellious spirit when the rod only feeds the flames and sends their forked tongues in every direction until the whole school is afire. Eaeh pnpil must be held by a golden chain that can only be woven between a benefactor aad a recipient of bounties,-a* between God and man, or between the true teacher and the needy pupil. This chain will gently draw him each morning to the school-room before nine o’clock, where it is made pleasant by jovial companions and a lively teacher engaged in conversation, cheerful raillery and - sympathy between all; and when the bell ring* all are eager for books and study. The endowment of tact is alltaost as necessary in a five months’ school a* good health. It must be bad to begin with, for tbe schoolroom is a poor place to gain the first stages of either. If the interest is kept up there mast be a supply of fuel in tbe mind of the teacher, so that there will be no necessity tor a stop-over or a back-ing-np. There most be fife and steam sufficient to keep ehe wheel moving eyer. firm and steady, alwaya bringing the school into new scene*. When one fails a new one' must appear before they know they are growing weary. Tbe mind most go so far ahead that broken rails will be discovered and new ones substituted before the pupils imagine danger. If we are willing to hide our light under a bushel and not shine out as teachers, we are out of place. The position is too respooaiblt. Too many minds will be lead as we lead, either into the harbor of peaoe and op to God, or out, out into darkness where the light of the Son of God can not enter.

When all other methods fail, When love and tact will not conquer, we must apply force or a motor power. Let ? us remember that this ia the l**t resort, and if nssd at all rou<t be applied in all kindness; making the pupil to know and to feel that it is not done to vent our anger or spite, for it pains us to inflict suffering, but because we firmly believe 11 »* for his good. As a rule, teachers punish more in the early days ot their teaching than alterwards. Parents sometimes send ns word thus: “If that are gal don’t mind ye, j eat you flay

her, and I’ll gin her annuther when she gits boms.” Bat there is one r«il* that must be kept inviolate. If we begin, go through; if we promise, execute; if we threaten, which should not be allowed in omr creed, fulfill tbe threat. When the rod mult be used, as is surely necessary sometimes, let it he felt no that it will not be necessary to repeat tbe inflietioo. Different dispositions require different treatment. It will ruin some to strike them; others will oome to destruction if you do not. If only the members of one family Were to be dealt with, tbe management would be easier; but there are children from perhaps twenty families, a community, a small township, and each one to be dealt with acoording to his nature and custom. So the office magnifies. The teacher stands at the head ot all professions. It is in his power to do s vast amount of good in the training of these immortal souls, or of working worse than death 1n their midst. Let us first govern ourselves with the aid of the Master, then do all in par power to make our schools snch models, and finally when we render our accounts at the last day the Judge may declare well done.