The Massachusetts spy, and Worcester County advertiser. [volume] ([Worcester, Mass.]) 1825-1831, 1827-12-12
From tie Concord Gazette.
SCHOOL KEEPING.

PIT. Edts9r,-It seems 20 lie Jhe opinion
OF some, feaf but OF too many, who under
! take tfe BUSINESS OF instruction, that their
"hoie DUTY consists IN hearing lessons re-
cited, ruling copy books, mending pens.
ana hogglng boys. IF SIX hours dav are
thns occupied, they think that they have
Iuiiy discharged the trust reposed in them.
IL IS q common mistake, that there is but
iittie responsibility attached to the Office
OF school master; that all that is necessa-
~ is TO make their school appear well at
an examination; no matter how little their
pupils In reality know, so that they do but
| answer promptly the questions proposed to
men, IN tue presence of the committee.
But, when we examine the subject more
closeIy-when we consider what the ma
lure OF the fraud is-we shall, | think, con-
clude without hesitation, that the man who
would, by carelessness or unfaithfulness,
aelraud the children committed to his
charge, OF the knowledge which thew are
expected to gain by his aid and exertions,
Is ielon OF the worst kind, and deserves
nothing better than a felon's reward. 1t
is not with advantages lost, as it is with
lost property. He who robs me of my
purse, "stesls trash" in comparison with
ann who robs me Of the opportunity of gain
ing useful wisdom. The loss Of the one
may he made up by future good fortune
that OF the other can never be replaced
the time has gone by, never to return.
impressed with these sentiments, will.
with all due Difference to the opinions of
those who may think differently upon the
subject, suggest few remarks upon the
SUBJECT OF school keeping, which | hope
VIII not be found wholly useless.
The first thing necessary to him, who
would have his instructions of the greatest
possible advantage to his pupils, is, to be-
come thoroughly acquainted with their sew
eral talents and dispositions. There is no
need OF repeating and enforcing the :rite
remark, that has been handed down from
! tLe UiInc VI Guintllilau 10 Une present uay.
that all boys are not to lie treated alike.
IL Is OBVIOUS to the most careless observer.
that the blow, which may serve, perhaps.
TO stimulate the idle, viii render the stupid
more stupid still, while it would be the
death blow to the eXertions of that amhi-
tious boy, WHO, IRON the life ana yivacitv
OF youth, may, perhaps have been guilty Of
some TRIVIAL fault, OF the folly OF which his
own reason would shortly convince him.
/ | am fully aware of the objection that
arises here, that uniform discipline is
/ necessary, and that it would be impossible
to apply IN practice what may wear very
plausible appearance IN theory. But there
! is nothing inconsistent with uniformity OF
discipline, nor any thing which Is not strict
ly practical IN making the discrimination
have alluded to.
For, let children, in the second place,
see and feel that you are not set as a ty-
rant over them, that you are not merely
their taskmaster, but that you feel u deep
concern for their improvement, and are
willing TO do all iii your power TO promote
their best interests, and there is no danger
of any jealoasies springing up among them.
They will then " learn to love their in
structcPs no less than their studies, and es-
+, teen tae-? the parents, not indeed OF their
bodies, but OF their minds. They will lis
ten to their Instructions with pleasure, ana
1 desire to equal them in knowledge. They
will come to their school chcerlully when
corrected for a fault, they will show no
signs Of anger; when commended for their
good conduct, they viii receive praise with
10y, for they Will know that they have
earned and deserved it"
In the third place, | cannot enforce too
strongly remark which has been lately
made by q judicions and sensible writer
upon the subject, that the mind Of she IN
siyGcter should be made 10 bear directly upon
tie mjnd Of The pupil. A faithful teacher
will never suffer Il scholar to pass OH with
: his lesson merely recIted; he viii satisfy
himself that the pupil really understands
the words be has uttered he will ascer-
tam whether ideas are stored up as we'll as
I words. But it is said, g this Will occupy
too much time, my school is large, and |
, could not hear all the lessons recited if
were to stop to explain every thing as /
went along" Then, | answer, set shorter
lessons and have less number OF them
for, what is once well done, is twice, nay,
thrice done. But 1t is again urged, that
Eparents wish to have their chlidren get
along fast, and will not he contented with
tins way OF doing things" Then open the
eyes OF parents to their children's true IN
terest, ana explain to them the difference
between going ouer books and acquiring
knowledge, and If they then refuse to see,
go Oh and do your duty.
, In the last place, have as little to do with
corporeal punishment as possible. The
maxim OF the wise king, that he that
, spareth the rod hates the child" is not to
, he taken without great limitation. Cutting
and beating may do very well for brutes,
! for this is the only way IN whiehswe can
} touch their feelings, but 1t should Ivy nc
} means be the usual method OF treating ra-
/ tional beings. They have a sense OF hon
4 or, of emulation, of love for their parents
, of love 10. their own best good, which may
. safely be appealed to. A trown, hare
! look, quick word from one whom a boy
f loves and respects, will oftentimes conve!
a more severe rebuke, than the most liberia
' application Of the rod or ferule. Thes
Q last excite the Indignation Of the bc,