The Jeffersonian. [volume] (Stroudsburg, Pa.) 1853-1911, 1855-02-22
NO. H..

avails but little. A teacher may enter
school with the determination to govern
it if possible without force. Indeed L
should advise one always to make this
| determination in his own mind. But
whenever such determination is publish
| ed, the probability Of success is very much
| diminished.
The true way and the safe way, in my
opinion, is to rely mainly on moral means
for the government of the school, to use
the rod without much threatening, if driv-
en- to it by the force of circumstances, and
rs soon as authority is established, 20 al
low it again 10 slunber with the tacit un-
derstanding that it can be again awaken
cd from its repose if found necessary
The knowledge in the school that there
is an arm of power, may prevent any ne
cessity of an appeal to it; and such
knowledge can do no possible harm in
itself But if the teacher.has once pledged
himself to tho school that he will never
use the rod, the necessity may soon come
for him to abandon his position or lose
his influence over the pupils.
As much has been said against the use
Of the rcd in any case in school govern
eminent, it may be proper to consider
! briefly some of the substitutes for it,
which have been suggested By its oppo-
sers
/ S9nse have urged solitary confinement.
This might do in some cases Undoubt-
edly an opportunity for reflection is Of
great use to vicious boy. But then how
inadequate are the means for this kind
of discipline in uTscLools. Most of our
school houses have but one room. In
such cases solitary confinement is out Of
the question. In other instances there
may be (as there always should be)
room, not constantly devoted to the pur-
poses OF the school. Here pupil could
be confined; and I have no objection
whatever to this course, provided the
room is not dark one, and its temper
ature can be comfortable. But even with
this facility, confinement cannot be re-
lied on as the only punishment, because
if ofenseS should multiply, and the offend
ers should oil be sent to the same place,
then confinement would soon cease to be
solitary! And suppose some philan-
thropist should devise plan of SCHOOL
house with several cells for the accom-
mediation Of offenders; still this punish
ment would fail of it's purpose. The
teacher has no power to confne a pupil
much beyond the limit of school hours
This the obstinate child would under
stand, and he would therefore resolve to
hold out till lie must be dismissed, aud
then he would be the triumphant party.
He could boast to his fellows that be bad
borne the punishment, and that without
submission or promise for the future be
had been excused because his time had
expired
This substitute is often urged By parents,
who have tried it successfully in case Of
their own children in their own houses,
where it was known that it could Of course
be protracted to any necessary length
Besides, if the confinement. alone was not
sufficient, the daily allowance of food
could be withheld. Under such circum-
stances it may be very efeetual, as un-
doubtedly it often has been; but be is
very shallow parent who, having tried
this experiment upon single child, with
all the facilities of a parent, prescribes it
with the expectation of equal success in
the government of large school.
! Others hare trgea the expulsion Of such
scholars as are dISo5ectient. To this it may
be replied that it is not quite certain, un-
der existing laws, whether the teacher
has the right to expel scholar from the
common schools; and some deny even the
right of the school officers TO do it
Whether the right exists or not, it is very
questionable whether it is ever expedieHE
; to expel scholar for vicious conduct;
and especially iu cases where there is
physical power to control him. The vi
cious and ignorant scholar is the very one
who must needs the reforming influence
of good education. Sent away from
, the fountain of knowledge and virtue at
this-the very time of need-and what
may We expect for him but utter RUM
Such a pupil most of all needs the re-
! straint and the instruction of teacher
, who is capable of exercising the one and
, afTordiag the other.
But suppose he is dismissed, is there
t any reason to hope that this step will i'm.
| prove the oulprit himself, or better the
g condition of the school! Win he not 81
f on to establish himself in vice, unrestrain
ed by any good influence, and at last be-
come suitable subject for the severity OF
4 the laws, an inmate of our prisons, and
: perhaps miserable expiator OF his own
: crimes upon the gallows. How many
9 youth-and youth worth saving, too
have been thus east out perversely to pro-
y cure their own ruin, at the very time
9 when they might hare been sared by suf.
r fcieut energy aud bcuevoleuce, no morta
/. tongue can tell Nor is the school it'elt
usually benefited by this measure. "Foi
all purposes of evil, Mr. Mann justly re-
:. marks, "he continues in the midst of the
$ very children from among whom be wa'
cast out; and when he associates with
i them out of school, there is no one pres
o eut to abate or neutralize his vicious In
:. fueuces. If the expelled pupil be driven