School and the Teacher
159
1885-1887.
] that I think are worthy of imitation. The teachers of the
schools often go out with their pupils while they are at play and teach
them how to amuse themselves and are at hand to repress any disorder
or wrong. Sometimes they take their scholars out and have a long walk
with them. I like this; I think there is less opportunity for the children
to yield to temptation. The teachers seem to enter into the sports of
the children and to regulate them.
I cannot in any way sanction the idea that children must feel that
they are under a constant distrust and cannot act as children. But let
the teachers join in the amusements of the children, be one with them,
and show that they want them to be happy, and it will give the children
confidence. They may be controlled by love, but not by following
them at their meals and in their amusements with a stern, unbending
severity.—
Testimonies for the Church 5:653
(1889).
Manifest Confidence in Pupils—The wise educator, in dealing
with his pupils, will seek to encourage confidence and to strengthen
the sense of honor. Children and youth are benefited by being trusted.
Many, even of the little children, have a high sense of honor; all desire
[198]
to be treated with confidence and respect, and this is their right. They
should not be led to feel that they cannot go out or come in without
being watched. Suspicion demoralizes, producing the very evils it
seeks to prevent. Instead of watching continually, as if suspecting evil,
teachers who are in touch with their pupils will discern the workings
of the restless mind and will set to work influences that will counteract
evil. Lead the youth to feel that they are trusted, and there are few
who will not seek to prove themselves worthy of the trust.—
Education,
289, 290
(1903).
Confidence of Pupils Essential—The teacher must have aptness
for his work. He must have the wisdom and tact required in dealing
with minds. However great his scientific knowledge, however excellent
his qualifications in other lines, if he does not gain the respect and
confidence of his pupils, his efforts will be in vain.—
Education, 278,
279
(1903).
Helping the Backward and Unpromising—If you manifest kind-
ness, love, tender thoughtfulness, to your students, you will reap the
same in return. If teachers are severe, critical, overbearing, not sensi-
tive of others’ feelings, they will receive the same in return. A man
who wishes to preserve his self-respect and dignity must be careful not