Bradford reporter. [volume] (Towanda, Pa.) 1844-1884, 1858-03-04


In this connection | would present but q
few of the most prominent points of the sub
ject. Every teacher knows there is great
diversity of feeling and disposition among his
scholars Much has been said and written up
ON the improperly, and impracticabiity, even
of governing all by the same rules and valu.
BILE suggestions have been made for treating
children according to their respective dspoSi-
tions So far as governing schools is concern
ed, and to this end the suggestions have
usually been made, it is all well, and much of
it may with propriety be applied to training
and modifying their dispositions themselves.
Some children are introduced into our schools
whose great ruling passion is to gain the
praise of others. Teachers finding this to be
the handspring of their actions, appeal to it
whenever stimulus is desired, and thus pam
per and feed it. till the child grows up to be a
crawling, cringing sycophant-ready to sell its
manhood to procure the smiles and praises of
those standing above him. This class is nu-
merous, and we need not look far into social,
/ religious or political circles to find them.
But while this fact is looking US full in the
/ face we should not forget that on the reverse
/ side of the picture are those who are almost en-
tirely indifferent to the opinions of those around
them. To such the appeal cannot be too fire.
quently made-their love of the praise and ap-
probation of others cannot be too often nor
/ too strongly excited Public opinion is great
conseryator, and holds thousands within the
bounds OF decency and respectabilty but
( this class grow up to disregard her high au-
/ thority, and many times publicly demean them
selves without blush Now, may not prop
| er course of discipline in our common schools
materially improve both classes, and espe-
cially develope and strengthen, in this latter
class, weak, and apparently, powerlesS feel
. ing, until it be able to hold, to some extent
at least, control over their conduct?
! Others, again, appear on the stage who are
naughty and arrogant, who think themselves
superior to those around them, and who, con-
sequently, disregard the rights, feelings aud in
:erests of others. Considering themselves
about perfect in all desirable points they leave
the school self conceited simpletons, and finally
become vain, ignorant aristocrats of the world
To them the great principle of human equality
| is unappreciated or unknown. If powerful
enough, and intelligent enough, they would
soon convert our government into a splendid
aristocracy, in which the few, like themselves,
would tyrannize over and enslave the mass.
pOu luIS E9iCLuIe o'tI VIC hilu vi
the reverse side, those who fancy themselves
inferior to every body else-who lack conf
| dence in Observation-Disclosures their own abili
ties They become the underlings OF the world
| possess mind but allow others to use it. In
| short they play second fiddle all their lives,
when they have talent sufficient to have taken
the lead. Why may not these feelings be
modified Why not the one class be hum
| bled, and brought to respect the rights and
! feelings, and properly value the opinions of
others and why not the other class be imLu-
/ ed with sef-respect--madeSe self reliant, aud to
tproperly appreciate their own capabilities ?
| Aud all through q training process in our com
mon schools. If not there, then where -
''Sir it has not been tried"
A want of proper respect aud courtesy to
old people is marked characteristic OF the
American youth. Rudeness and impertInence
! grow up with them and we are not unfre-
quently compelled to hang our heads at their
! conduct in this respect even when grown TO
manhood Probably, there is no feeling so
| easily modified or educated in our schools, as
/ that of Difference and respect for the opinions
/ and persons of the aged Education in this
respect was in times past tried, and although
confined to outward appearances, and many
| times attended with awkwardueSs and even
bufoonery, still, we are compelled TO admit,
that on the whole il was productive of good.
There can be nothing, however, III kindness
and Difference to old people contrayening our
I rights as men. We are not required, thereby,
! to Weld the right to fair aud manly defence
of our opinions on all proper occasions. But
il should not be forgotten that there is right
waY of exercising even the right itself. Teach
/ ers. however, have many times driven their
scholars into the opposite extreme, and have
/ become instrumental iu subdun-. breaking
down or driving into baseneSs many noble
and inuuiring mind | admire an inquirng
aud investigating mind, and respect the man
I or boY who desires, and has the moral cOuF-
age to stand up for and defend what he con
scienti7usly believes TO be the truth. God de-
signed that every man should do this, and 10
this end he has given him the requisite de-
sires and powers And vet the child that
dare question the infalIibiIity of some teachers
on any point, aud that shows a disposition tn
maintain his opinions, is informed that such
conduct is criminal, and not unfrequently he
is made TO ftei its criminality by the inhction
of stripes And while Smsrting under the re.
bnke De thus receives ne naturally turns his
eXcIleu COlOalllFe pow eT> anu 1teii'S> ~ OtheA
and baser objects. Why should those powers
be turned from their Iegit innate and intended
coarse TO find vent aud exercise in the fields OF
crime Ye, who fear child's investigation
of your ipsi dirt, may answer. Convince by
good argument or authority that you are right,
or suffer yourself to be convinced that the
child is right. and the feelings are satisfied, aud
truth established in both minds A great
man once said" Should leave no other in-
heritaDce to NV children. by the blessing of
God I will leave them the inheritance Of free
principles and opinions, and the example OF a
manly aud independent defence of them"