PRINCIPLES OF PEDAGOGICS FOR HOME AND SCHOOL GOVERNMENT.
By W. T. Bland
The knowledge of no subject is of more importance to parent and teacher in the successful training of children and youth than that of proper government. On no other single point are more failures made. As a result, lawlessness and anarchy abound in the world. Yet notwithstanding this fact, multitudes of people, both men and women, are willing to rush into the responsibilities of training others without giving this subject thought or consideration. Moreover, many are even willing to continue in this mismanagement of others, while its terrible results are staring them in the face. Even Christian parents and teachers, those who are conscientious, and who are exceedingly anxious that their efforts may be successful and meet the approval of God, are too frequently a failure in their methods of government and discipline. I am thoroughly convinced that the very first thing essential in the government of others is a knowledge and practice of the principles of self-government. No one who is unable to control himself, to hold in subjection the feelings of anger or excitement, is a safe person to intrust with the management and training of others. Especially is this true of the one who is given charge of, or who assumes the management of, children, those whose minds are being trained, whose habits are being fixed, and whose characters are being molded for time and for eternity. Children are so susceptible to every influence, their minds and hearts are so easily impressed with those things they see and hear, or with which they come in contact, that the utmost care should be exercised in their training. Hence, more than all others, should parents and teachers, the true custodians of the Lord’s heritage, those who are vested with authority, and who are responsible, not only for the child’s training and education, but to a certain extent for his ultimate success in life, possess the power of self-control. And not only should they be able to govern well themselves, but they should understand and teach these principles in such a manner that the children at an early age may be trained to exercise the same power. In fact, herein lies largely the secret of success in their management and discipline; anything less is just so much a failure. Self-government is of necessity Christian in its nature. Indeed, it is a very important part of Christianity, and every professed follower of Christ should learn thoroughly the lesson. “He that is slow to anger is better than the mighty; and he that ruleth his spirit than he that taketh a city,” are no idle words. They were given for our instruction, and deserve most earnest consideration. Generally speaking, no one should undertake to do for another that which he is unable to do, or unwilling to have done, for himself. Especially is this true when it pertains to the government of children. A person who is unable to control his temper, who is irritable, excitable, or easily annoyed, has no place in the schoolroom; and if he be a parent, his children deserve the sympathy and pity of others, rather than their censure. On the other hand, one may be too easy-going, possibly careless or indifferent, preferring to let wrongs pass by uncorrected or seemingly unnoticed, rather than be troubled with them. This class may prove just as great a failure as the other; both will have a great work to do for themselves before they are in the least prepared to train and manage others. Both need to have their own hearts filled with love and sympathy for the struggling one under their charge. They should be able to see in the growing child the matured man or woman, all of whose faculties and powers are harmoniously developed. But in order to do this they must have first passed through the trying ordeal for themselves; must have met and overcome the trials and temptations common to childhood and youth. With it all, their minds should be well balanced, possessed of sound judgment, able to give wholesome counsel. THE SPIRIT OF LEADERSHIP.
The possession of the ability to manage or govern others is a gift or an inheritance, although it may be acquired by special cultivation. By some it is possessed in a high degree; by others this element seems to be largely, if not wholly, lacking. Some men are born leaders, and are restless and unhappy unless commanding or directing the forces of others. On the other hand, there is a very large class who seem quite willing to be led or directed by the more talented or ambitious. This spirit of leadership may, often does, develop into an uncontrollable ambition, or burning desire to rule. In such cases it is an element of great danger; especially is this so when exercised by a selfish, an ambitious, or a tyrannical person. Often we see it manifested in early life,—in the infant child carrying its point, notwithstanding the opposition of an entire family (to the discredit of the family); in the schoolboy on the playground who must have his own way or not play; in the young man at college who is constantly organizing his fellows, planning some scheme or expedition. It is usually from this class that teachers have the most trouble, and are often put to their wits’ end to know how to govern with the least possible friction. These usually possess strong will powers and keen, active minds, and to train them aright is not only a delicate but a very important undertaking. We see this spirit of leadership still more strongly manifest in the world of politics, where the “bosses,” both small and great, are a recognized factor. Even religious organizations are many times controlled by the same spirit. But wherever found, if selfish or despotic in its nature, it is the spirit of the papacy enacted over again, and is directly contrary to the spirit of Christianity. This ability to lead or govern is, however, of great value when possessed by one who is ever anxious for the well being of those under his charge, whose own heart is full of love and tenderness, and who is also blessed with the gift of wisdom and sound judgment. No parent can afford to be without it, and its impartial exercise is the positive duty of every teacher.