Green-Mountain freeman. [volume] (Montpelier, Vt.) 1844-1884, 1851-02-06

the hours IN which they were consigned to nv
care. And found that they were reasoning he.
lngs, and had thoughts, and feelings.-.if |
took the right way to get at them; and it had
wonderful effect in producing a regret for the
past offence: which s what we want as teach
ers.
Trying it n second and third time, and witness.
ing the same effect, began to dismiss tue rod
and rule, for miIder means Of governing.
Whenever Isaw anything in school or out,
which thought ought not to be, met it with
I'm uPbraiding and reprovng look, which, in
many instances, is severe punishment; but if
that does not have the desired effect, show your
scholars, by a candid reasoning conversation
with them, that 1t ought moi to be carried on
Since the time Of my reformation az call it,
| have not struck but one scholar,-and that was
one whom had reasoned long and thoroughly
with. And by the advice Of the committee and
some Of the district. inflicted corporea pun
lshnent, and that had the desired effect, also.
And still hold on tenaciousIy to the practice of
lnilcting corporea punishment, after all mlIder
means have been exhausted but hold on more
tenaclousIy to the doctrine that, in nine cases
ont OF ten. nay, nineteen ont of twenty whore
corporeal punishment is inflicted, moral suason
would be better
There is, ALSO habit of reprovng evil con-
duct but saying nothing of the good behavior
and manliness of orr schools. This ia a yerv
erroneous idea. If we meet frult with a re
proof, we should also meet good behaviour with
an approving look, and let our schools see that
their good conduct Is noticed 3 well az their
bnd,-nnt let misbehaviour BIZ our Common
theme and keep up harangue on the apgriev.
snces of the teacher.
uniformity Of government s another gre.,
} helpmlte to the teacher; not that waver,n,
changing standard, which we too often witness :.
giving the school encouragement to try our lem.
pers' to see how much we will beart,dav
morrow knowing that at certain times we ar.
more lax and pliable than at others. Have II,
fairly understood, that when YOU mike n ru,a -,
regulation, 1t ls fpr the benefit Of the schnol Tho,
. you max such requirements, not mere arb
n tTafy nanda'e to show the power invested in
you make the most viciow scholar to see ,b.,
You are working for his good, and you have a..
chleVed the great object of governing him.
, appeal 10 those who have visited ot,r uri.o,.
T. and penIteniiares. and 'nversed with tbe mos,
: hardened villains which our land affords. To ,.v
: II this be not the case.
y have had the pleasure Of seeing what were
. termed our worst scholars melt to tears BY sim.
ply talking to them in a friendly manner, and
showing myself to be friend and teacber-no,
driver. Show me the scholar that is driv.n 10
obey the orders Of school. md III SHOW YOU A
}, 'Gholar that will disobey whenever he thinks be
can secretly; but show me the scholar who o.
oeys through respect and love, and II! show Won
the scholar that will make yonr task as easv a,
he can, and one that WIN not watch to have vour
d back turned, that he may be prosecuting his evil
designs.
make these observations that those who still
hold har upon the 'tcar club may examine into
me merits OF it, and see if they cannot make
herr talks easier, and more a. reeable IN them.
selves and Their scholars,
A TEACHER. .
! Il. Montpelier, Jan 25, 81.