The Caledonian. [volume] (St. Johnsbury, Vt.) 1837-1867, 1847-11-20

without knowing exactly where TO nterpose
his authority; when one, n boy Of about four
teen, who had been more forward than 9TH
ers in the course, one dry grew so bold as to
place his orders nj absolute Defiance. Per-
ceiving at once that his government was NJ
an end, unless the offender was conquered,
and indignant at his unexpected audnciiy,out
hero, under the impulse Of the moment was
about to chnsIisc him OF the spot. A second
thought, however, told him Tint he wns too
much rritatcd to do This now with tho hest
effect on the offender, or on others inclined
to become so; aud nc accordingly Rpprised
the hoy ofthc reason for delerlng his pun
iShmont, but promised him, Mt the Same
time, that punishment would certainly
follow. Although this act of disobedicnce
was not instigated by any one, even by those
from whom lac had most reason o npprchcnh
difficulties, yet either that, or the threatened
chnsisemnt, seemed to produce considerable
sensation among them, by awakening, per-
laps, rcmembunces of their old lracuses in
resisting their teachers Oh similar occasions,
and in exciting in some degree their sleeping
inclnntons to take some such part when tho
punishment of the present offender should bc
inflicted In addition to these suspicious APP
peaunces he noticed, after his school WAS
dismissed for the day, considerable mysteri-
Gus wllispcrngs among two or three ofthose
lust mentioned, aud overheard one OF them, IA
relative of the offender, trying 10 excite The
others 10 Join him in preventing the threaten
ed punishment, which they supposed would
take place on the opening of the school tho
next morning. But orr hero, unnIoyed by
these unexpected and somewhat onlinous
demonstrations, resolved TO go resolutely for
ward and do his duty, whatever might be the
consequences TO himself On his way home
ward, however, while rejecting upon the sub
ect of school punishment, its object, aud ihs
most effective manner of administering il to
obtain that object, he began seriously to
doubt the wisdom and eXpedency of the Gus
tom which he had always Witnessed, and
which he had proposed to follow in the pres
ent case,--that ofinhicting chastisements in
open school. lie reasoned and troma just
notion ofhuman heart too, that the presence
of companions, whom the delinquent knew
TO be looking on TO see with what spirit lie
bore up under tho operation, that they might
afterwards praise him for the Splalk he eX-
! hibiied, or taunt him for his weakness if he
was seen 10 succumb, would in most instan-
cCs have tendency to arm him with feelings
Ofprde and obslinacy. which would not only
destroy all the beneficial effects to be gained
! from thcpunishmeni, but often makchm more
| Obduratc than before. So strongly, indeed did
these considerations weigh OH NE mind Of
Locke, that he at length determined TO adopt II
different mode ofpunishing the boy III ques-
were he placed in the offenders situation, ns
10 what course would most conduce 10 thar
penitencc and humility hest calculated for
amendment. and calling TO mind all that he
had observed of the effects of PUNISHMENT Gal
others he at last lIit on plan which he de-
iermned 10 carry into immediate execution.
| Accordingly, after obtaining his supper, he
repaired at once 10 the culprits residencc,uUd
taking his father aside, made known the boys
conduct the absolute necessity of his punish
mcnt, and gave his reasons for wishing 10 in
hct that punishment in private; ending with
request, thar the other should call oTt his
boy, and that they all three should repair to-
gether to the schoo-housc for the purpose Inc
had mentioned.
"Why, the boy deserves basting richly
enough, no doubt" observed the father; Eyes,
and good one too. Aud, ifI was you, |
would give it to him. But what on carlh DO
you want my help in flogging him for? Why.
that is part Of what we are paying you for,
take it, master"
81 wish for no help in the mere chastisoa
ment," replied Locke; "but think your pres
cncc would add much to its beneficial effects,
and it is only for your sous good that l re-
quest you to TO-"
swell, WELL" reioined tho former, elf you
think it will do the boy any good
don't know but you are half right about il; for
think fl was boy, I should dislike most
confoundedly to he licked by a schoolmaster
before my fnther-if you think this, why |
will go with you; but / kinder hate TO, that's
a fact"
His reluctance having been thus wisely
overcome, the father promptly called out his
boy, who, not daring 10 disohcy the COM
mnnd which was then given him, followed
the two others, in? logged silence, 10 the
school house. On reaching the house, which
as expected and desired, was entirely soli,a-
ny, Locke raised light, and proceeded 10
the painful task before him. He first kindly
addressed the offender; and in a manner cal
culatcd TO humble without irritating, set forth
the probable consequences, both TO him and
the school, of suffering his offence TO pass
without punishment, which he had been cali
cd there to receive, and then administered a
chastisement of adequate severity. After
this, lie was again addressed by his teacher,
the father occasionally putting in word, for
nearly an hour, before the expiration ofwh icli
| he gave unequivocal evidence ofnot only be-
ing deeply penitent for the pnst, but resolved
on good behavior for the future.
The scholars, the next morning, assem-
bled under the expectation that the business
of the day would be opened by the promis-
ed punishment of the cuprit of yesterday.
| But when they perceived that no movement
of the kind was likely to he mude, and espec2
tally when they noticed the altered demean-
or ofthe hoy, whose whole appearance, in
stead ofthe brazcn looks which he wore on
leaving school the preceding evening, now
indicated the deepest humility, their disap-
pointment was equalled only bytlleir surprise.
1t was evident enough to them, that something
had occurred to effect this unexpected alter
alton of circumstances. But what this was
they We're wholly at II loss to conjecture.