Wisconsin Farmers' Institutes / Wisconsin Farmers' Institutes : a hand-book of agriculture
Bulletin No. 11 (1897)
Morgan, Carrie E.
Our public schools, pp. 145-150 PDF (1.7 MB)
averaged -- - WISCONSIN rA Ezw' INSTITUTE most obedient begin to show sIgns 01 uprising. Many a good teacher's in- fluence has been destroyed by one case of trouble in which she was not up- held. Home Discipline. As a rule it is the children who are under the most strict discipline at home that give the least trouble in the school-room. Children who have no respect for parental authority are apt to have little respect for the teacher's authority. The independent American spirit is an excellent thing in its place, but like all other good things it may be carried too far, and when our young people assert their independ- ence so far as to defy all rules of or- der in the school-room and are upheld in it by their parents, it is easy to see the ruinous effects of such proceed- ings upon all discipline in the schooL The majority of parents do not up- hold their children in wrong-doing, but nearly every teacher has one or more cases of that kind to contend with. Successful work in the school-room is the result of a long chain of co- operation,-between parent and teacher, teacher and sunervisor. an- reivisor and school-board. One break in this chain will destroy effective work, it matters not which link is broken. In many school-rooms there are children who are a direct detriment te the school. When parents have no Influence over these children, or hav- ing it fail to use it, it is time for other authorities to interfere. The best teacher in the world will fail in dis- cipline when she has no support. Back of the teacher should stand the super- visor, and back of the supernsor should stand the school-board. If ouch unruly children be found that none of these authorities have any control over them, their place is not in the school-room, but we have state in- stitutiens provided for children of that kind. With our sceool-rooms reea !of these chudren, mad with a strong co-operation on the part of the authorities named, I believe the question of discipline in our schools would be forever settled. It is on account of some break in this co-operative chain that we have the trouble that we do today. It is true that discipline is not the only thing to be considered in a school-room, but it is the foundation of good work. The course of study to be pursued and the methods of teach- ing each study are important factors in the success of a school, but these are topics beyond the province of this paper, and I wish to speak of one more matter that directly concerns the people. Our School Buildinge A fine school-building in not merely an ornamentation to a town, but a necessity for the best of school work. Only those who have been obliged to stay for years in a cold and poorly ventilated building can appreciate what this means. Pure air is a nees sity for clear-headed work. The same is true of proper temperature. A room th+at in either t* warm orn tn gwld will cause physical discomfort, which will in turn detract from mental en- ergy. Crowd into a room twice as many pupils as it was meant to ac- commodate and you have as bad a state of affairs in a modern school- house as existed ir the old one. The fault is not in the size of the rooms, but in the fact that there are not enough of them. The rooms are large enough to hold all the pupils one room ought to contain. Large Classes a Kistake. Educators who have spent much thought on the subject have decided that thirty pupils are as many as one teacher should have charge of in or- der to do the best work. Forty may be put into a grammar grade, but the number in a primary should be less 141 ; . v r ';l|-v- - , X- T - " -:o 71
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