Herald of the times. [volume] (Newport, R.I.) 1830-1846, 1834-07-31
[From the Annals Of Education.


A few brief remarks will comprise my views in
regard to ReProof.
lst. Next to the Government Of our
selves, without which no one can hope to
govern others, the most important prellm-
mary step is TO secure the confidence
and affection Of your pupils. Let your
whole conduct show that you wish to act
as friend, not as despot-for their
good, and not for your own pleasure.
Cd Accustom yourself to confess
your own errors frankly. Your pupils
will not fail TO discover these, and your
acknowledgement will increase their con-
fidence in your sincerity.
Sd. Recollect these errors, and re-
member the difficulties you find in over
coming them, when you reprove your
pupils. Remember, also their ignorance
and experience, and the far greater diff
fcuties which they must meet in gov
erning themselves.
I 4th, Reprove as seldom as possible.
First try the effect of reasoning, and per-
suason, aud example faithfully.
9TH. Reprove with lenity, faults
which belong to childhood, such as those
Of mere manner, or ofignorance Thought
essness, and restlessness.
9th. Reserve the. severity Of reproof
for conduct i'm itself immoral, or which is
the result Of improper feelings, or wrong
principles.
7th. Never give reproof if it can be
avoided when the feelings Of either par
ty are excited. If the teacher is not
calm, his influence is greatly diminished,
and bad example set. If the pupil is
agitated, he cannot feel the force Of ar
gument or rebuke.
| 9th On the other hand, do not defer
/ too long. Seize the first, favorable OPP
portunity, while the circumstances are
fresh in his memory.
/ 9th. Reprove each fault as it occurs
! Do not suffer offences to accumulate,
lest he be discouraged by the amount.
10th. Let your reproof Of a single
fault be so frequent, as to let the pupi
see that he is observed, but not so com
mon as to tire or irr itate, or to lose it.
effect by repetition, like the hourly strik-
ing of clock.
Il llth. In correcting bad habit, dc
not notice every failure, especially wher
there IS an honest endeavor to reform.
/ 18th. Never expose the fault to 9th
ers, unless as the last resort, 1t blunts &
child's sensibility; it discourages effort
| it dimnishes his confidence in his re.
/ proven; and too often excites feeling o
triumph in his associates, and of.envy il
the offender, rather than proper sense
Of the fault.
! But it is Of the highest importance
that reproof be given in a proper man.
ner. Without this all other precautions
will be useless.
/ lst Reprove with affection and sym
patby. Show that it gives you pain, ,an'
that you perform 1t only as duty.
Cd. BE always decided, and be NOR
serious in proportion to the magnitude @
the fault ; but never be despotic on tn
one hand, or trAing on the other. New
er smile at one time at fault which yo
have reproved at another.
Sd. The most el1ectual reproof is oI
ten given by prasins the pupils, for in
stances Of the opposite virtue. Avoid a
much as possible, however, referring
the example Of others.
4th. Lead yous pupils as often a
possible to detect and reprove their ow
faults, by course Of questions. Whe
this can be accomplished, it is the mo,
effectua mode of reproof.
9th. Follow the Divine example in tn
scriptures, and mingle encouragemer
and praise with blame. Notice espe
eiaIly, instances of success in resistin
the temptations to similar faults.
9th. Seek above all things for Diviu
aid IN giving reproof, and for the Divin
blessing upon your efforts.