Daily American organ. [volume] (Washington, D.C.) 1854-1856, 1855-01-06

LECTURES BEFORE THE EDUCATioEAI
CONVENTION.
ArsrAL AsD NosAI DIsCIyLIsE.


MENTAL AND MORAL DIscIYLISE.
Mr. q. Richards, Principal OF the Union Academy
Of this city, read paper on the above subject at
the close of the convention.
Discipline in regard TO schools in nine cases
out Of ten, among the masses, calls up the ghost
Of the rod or birch and they define good school
disciplnarian, as a successful whipper-one who
makes scholars good and wise, by free use Of the
rod But the true object Of school discipline is
threefold mental, moral, and physicai
Moral discipline is such course Of training as
viii secure the full development and proper control
Of the moral powers; 30 that the PASSIONS, appe-
tites and desires may serve to minister to our pre-
sent and future happiness; and the cultivation Of
the conscience, so as to choose between right and
wrong. II is to be secured by presentation on all
proper occasions Of the cardinal principles Of cor
rect human action--truth, justice, and right, and
the judicious enforcement ofmoral precepts. The
teacher can use two ways to bring the child to obey
right and avoid the wrong, by the example he him.
self shows, and by resortng to punishment Of some
kind
Here he remarked that the end Of all punishment
is moral and It's infiction Is to accomplish moral
end that the mind Is to be reached, and the rea-
son and Judgment affected. This can be done by
the presentation Of motives directly to the mind,
and by the infection Of bodily pain.
As the mind can be affected by pain Of body,
in many cases the culprit can be deferred from
Ike offence by remembrance Of the pain and
others may be prevented from following his exam
pie by the punishment afflicted. The speaker was
in favor Of the use Of corporal punishment at
times and, to prove his position, quoted several
passages from the Scriptures, But he thought it
would accomplish no good end if not used as q
means Of moral training; and defined 1t as "pain
inflicted on the body or mind by proper authority
to reform or DETER When the child has been
taught and trained to habits Of implicit obedience
to bis parents and teachers and when this train
ing has been 80 conducted, as 1t may be, so as to
enable the child to govern himself the most eifec-
tual pledge is secured for obedience TO all laws,
human and divine. These views, he thought, would
meet with no objection from any good man bot
he thought it would not be safe to Introduce much
more religious training into schools designed for
the whole people, Ifteachers would be governed
by these views Of moral education, he thought no
one would object to special lessons upon moral In
struction Mt suitable times.
He next spoke Of mental education, and he wish
ed to ascertain what it Is, and what the laws and
principles are, which must be observed to secure
Il and to do this, would express his opinion that
he might draw out that Of others. He thought it
was not pain nor the result Of punishment; that 1t
is not stufing the mind and memory with facts "
is not reading multitude Of books, nor the ability
to solve mathematical problems, or to translate
Latin or Greek that many could do all these,
and stlnot have true mental discipline. He thought
the requirements Of the age, at present, Were SUI
perfcial, and that there was not sufficient distinc
ton between the developments Of the mind and its
discipline.
Before mental discipline can be properly appre-
ciated and be understood, the people hust feel that
the mind is more valuable than the body that its
desires, when properly gratifcd, its powers when
properly developed, its cravings, when properly
satisfied, win yield more pure and real happiness
than all that belongs to the nsts Of the flesh and
the pride Of Ifc.n And he defines mental discip-
line as being such development and training Of
all the mental powers and faculties by exercising
them, as will most effectually exhibit their native
power, and give the subject the full control over
them, so that he can use them at will to tho ex-
tent of their capacity.
In order TO train or discipline the mind, we
should regard physical health as a condition. A
weak, suffering body is not likely to possess q
strong, active, and well-controlled mind. All e.
cesses in eating, drinking, exercise or exposure,
and all Irregularities OF habit, should be avoided.
Parents, and teachers especially, should see that
win defeat all healthy development Of the mind.
True mental discipline cannot be secured, without
giving and holding the attention TO the subject
under consideration. This subject cannot be dis
regarded, even In the smallest child. But one
thing at slime should claim attention, and the
teacher must set the example.
He closed by protesting against tho custom Of
committing the child to the care Of an inexperi-
enced teacher, to receive the rudiments Of educa-
ton He thought great deal was involved in
starting right and that, instead of young teacher
taking charge Of the pupil At first, il should be
person who could introduce the pupil to the right
road, % that the habits he then formed would not
have to be unlearned in after life.
Il was much regretted that the reading OF this
paper should have been deferred till 30 late an
hour II precluded any discussion ON the subject.
But II ID hoped that Mr.. Richards will give his at
tention 70 the drawing up Of paper on the same
subject for the next convention, which shah en-
body discussion Of the subject at the length Its
importance deserves.