Bradford reporter. [volume] (Towanda, Pa.) 1844-1884, 1855-06-16
LOCAL NEWS.

sociation met at Orwell Hill on the 9Th inst,
and continued in session until noon nexG day
There was a good turn out and considerable
interest taken in the subjects discussed, and
the general objects of the Association, although
at first, some seemed distrustful.
After prayer by the Rev. Mr. DAVIDSON, and
the general objects of the Association having
been stated by Messrs CoLT and CoBURN, the
following Resolution, together with the amend
ment offered by Mr.. CoLr was taken up and
thoroughly discussed, and being put to vote,
the amendment was unanimously lost, and the
Resolution unanimously carried 1t read as
Resolved, That it is the imperative duty of
every teacher to sustain good order in school,
and adopt such means as shall secure that i'm
portant end, even if it become necessary to re-
sort to corporeal punishment.
Amendment offered by Mr. CoLr =
That order is essential to the success of a
school, In maintaining this, corporeal punish
ment should be a late resort but yet its i'll
Fiction may be the imperative duty of the
Teacher
1t was urged in support of the amendment,
that expulsion was the last resort-corporeal
punishment a late resort, and an appeal to the
understanding and sympathies of the scholar
the first resort in the maintainance of good Or
der that t1Ogging was not necessary, except
in certain cases, and then it should be inflicted
after everything else but expulsion had been
tried that it was a relic of barbarism, and
pensation that if scholar deserved corporeal
punishment, it was owing to the incompetency
of the teacher to govern, and not in the ugli-
ness or wilfulness of the child-at least, the
his inability to govern.
The amendment was opposed on the ground
that both the resolution and amendment took
it for granted, that order was essential to the
success of a school then the question arises,
| how can order be best sustained? 1t must be
sustained in order to have a teachable school,
| What means shall be used? Moral suasion,"
or corporea punishment Why whatever can
best accomplish it. Corporeal punishment in
cludes all kinds of bodily pain, and is used in
contradistinctiOn to mental suffering or pain
such as standing on the floor, holding out a
book, chastising with a rod, &c Now, instead
of being a late resort, those who have taught
school know that sometimes it is an e4rly re-
sort to maintain order. 1t has to be resorted
| tn Immediately in Somo instances Tho ;pdrr
ment of the teacher must determine when and
how much of it is necessary. What would 60
vern one school, would fail in another Be
cause person has taught three or four sessions
without whipping, is not conclusive that he can
teach for the same length of time again with
out mtiicting corporeal punishment. Indeed,
1t will not raise even presumption that he
could. 1t may be primo f,cie evidence that
he is either successful teacher, (if he main
tains good Order) so far as government is con-
cerned, or that his scholars are governable.
kind and docile. But it does not prove that
the same system would govern a school in an
adjoining township. The government of a
school depends greatly upon the disposition of
the scholars, as well as upon the skill of the
teacher. Their dispositions vary according to
their locality and the disposition of their pa
rents A child not governed at home. will be
difficult to manage at school. The teacher
stands IN loco PARENTS, in the place of the pa
rent. If he exceeds his authority, he is held
accountable. The law, knowing the Importance
OF school government, and having in view the
common good, gives him this authority. If
the child is diSobedient at home, in seven cases
out OF ten at school, corporeal punishment will
be an early resort. Order must be maintained
the child is not orderly at home-he must be
orderly at school. Can this be accomplished
by late resort to bodily punishment If he
waited very long before his late resort" would
come, he'd be turned out doors. 1t has been
found by observation that in those districts
where the moral-suasion idea predominates,
there are dif1clties constantly arising between
parents and teachers, to the great and perma-
nent injury of the schools.
1t was argued further that what was true
in regard to men, was also true with children.
Moral suasion will not prevent the transgres-
sion of law. 1t will not even prevent crime,
though the penalty Of the law be certain and
| swift-tooted and this too with those capable
of reasoning and comparing How much less
will it reach children who are unable to fore
see the consequences of disobedience, and who
are Influenced by whatever surrounds them.
1t was shown quite conclusively that the
words of Solomon being words of an inspired
man, were applicable to all time. That his was
the wisdom of inspiration that the doc