Vermont phÅ“nix. [volume] (Brattleboro, Vt.) 1834-1955, 1858-02-20
VERMONT EDUCATION.
b'hcd under ;e san,'i,n OF TIE state Teacher Commit
tee.

SCHOOL GOVERNMENT, H.
In our last we spoke Of the power of love in
reaching and moving the hcart-is tendency
being to beget love, the handspring Of obedience
There IS a conception OF love which makes it
very inefficient and unreliable instrument of
government. 1t is regarded as a mere weak
ncss--a soft, sckly, sentimental, Welding. ann
less compassion, lnsensbc to the claims of ins-
icei and overlooking the distinction between
right and wrong. Whether this is entitled TO
the name OF love, or not, it is not what we mean
when we use the term. As suggested in our
las'' we use 1t, in cOnneXion with the subject in
hand, as synonomous with bencvulence-poo1
will. Now real benevoence or 100 will seeks
the good OF ITS object, by appropriate means Ii
that Object be child or pupil, his highest
gnod involves hls suhieciion TO wise and lust
governments II such government involves the
necessity. IN AN extreme case. of corporal pun-
ishmenl, then such punishment comes an ex-
erci-e OF hcncvolcnce OF course an assurance
or threatening thar such punishment must be in
ficiedi when all other means Of securing 0brdi-
cnce TAU, is also benevolent. 1t would be dong
the child or pupil great injustice to allow him to
suppose that he can escape such infection, II fa-
giant disobedierce is persisted il
Here the question arises--llow shall the
threatening and the nfcton be made to have
the highest effect | answcr-when they are
are manlicsty the result Of anger or III will they
will be sure to bcIet anger and i'll will IN re.
turn, and thus increase the disobedicnce they
aim 10 suppress. And then. threatened inhic-
uOn N such temper, appeals SIMPLY to fear,
which, atone, never did, and never will secure
true obedience, though 1t may have the effect of
supprcssng open rebellion. But it is the re-
belhon Of the heart that the wise teacher will
aim to subdue. That may be increased bv the
very means used to suppress lis outbreak igs-
llke cappng The crater OF volcano, icavng un.
eXtngulshed the fires within; and not only un.
eXlinIuished, but tensfed BY the vain attempt
to suppress Them.
There is, in some children, and indeed i'm most
children who seem to need a strong government,
pugnacious disposition. Such children NAV
stand up very bravely, under severe threaten
ings and bodily sufctons by the mere force of
maddsned courage. and proud contempt of dan
ger and pain. And they will be pretty sure to
do IT, under the ihreatenlngs and infections of
AN arbitrary. angry, tyrannlca government
But LEI It be unmistakably apparent that seye.i-
ty Is Dictated by love, and what new charac-
ter 1t will wear. Anger may be met with an
ger,-wrath with wrath but love in the rod =
who can meet it with wrath or anger or resent
ment, or meditaied reveng, What a peculiar
panE is II calculated 70 send to the heart Of the
punlshe |, 10 know that his punishment is dcts-
ted by love. 1t would be a positive relief TO
know that he is hated by the punisher
The punished should be made to know anil
feel that their punishment is not inflicted will.
ingly but Of necessity; and should be made TO
understand the ground Of that necessity. Ii lisa
great deal easier to lay on the rod. than calm
ly and atfectionately to give a reason for it. in
such way as to make an appeal to the con-
science OF the offender; vet such appeal must
be made, or the great purpose Of punishment
retormation-will seldom if ever be accoSplish-
ed. When the conscience shall approve the in
hlcIlol. and pronounce It right then, and not till
then, will the work be done. How much will
the manifested love of the teacher, acting upon
the sensOty' aid appeals to conscience in OBJ
tanning It's decision Of approval
There Is another element nearly allied to love.
which claims attention in considering the subject
OF school government 1t is Confidence. con-
iidence Of the teacher in his pupils.-that is. a
manifested reliance upon supposed right dispo-
s'ilons IN ihem-the giving them to understand
thot 1t is taken for granted they will act honora-
bly, and nprichty This confidence is opposed
to misrust and jealousy thai look suspc,ously
at the pupil. and seem to sav-"You are a ronue.
and need sharp watching, and a stiff rein."-
W hen this feeling. and corresponding manner
become prominent and unmslakabe how natu-
rally will they beget, or intensity the very dis
pre j., h;l', iood ~ te Pup' ana mere
thoro w., . III wnt pupi' are
ment have the effect of suppressing them. If
~ li'' o'u uisPosI''U"s' ne may ny rlght treat
;,n ,.aue senlioe Vi 'l'h "hle the OPP
IJ,'J ,';. w ";.' nav d s'fohs 'enoehcy 10
,hn'a ''r, ln, % ,Lat BE- stG'Ie , . Ano' besides,
'll. "e WIN ''i''N ne Is suspected
~, "' or r", ~. pG,se,s' a"a .nus' 2oadeI
-, ,as,, W. -; 'J"''c'' WIFI 'e reused
R;'h, har' 'hn.o %'a. IL ""' A.
W. 't;ee ",ai' III llG very outset
81 ,"I up & VI "n".ti3''tS" oe' "eeh each-
J,n.v ,i'"'' anu 'aa zen
Thus there is. often, open an pcrpetual hostili-