University of Wisconsin Digital Collections
Link to University of Wisconsin Digital Collections
Link to University of Wisconsin Digital Collections
The State of Wisconsin Collection

Page View

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)


Page 148


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


Go up to Top of Page