Orleans independent standard. [volume] (Irasburgh, Vt.) 1856-1871, 1858-02-05

topic-learn all they can learn of certain
places, and tell all they know of them,
thus answering the true purposes eff edu-
cation-storing the mind with useful
knowledge, and at the same time drawing
out and expanding its powers.
Then he speaks of discipline: both in
the management of classes and the gov
eminent of school. He claims that good
order should follow in the schoolroom, as
the legitimate consequence of correct in
tellectual discipline. He portrays in
glazing colors, the debased and degraded
character of those unfortunate sons and
daughters of Adam, who know no true
culture and discipline; and contrasts their
condition with those Unborn, the noble,
pure and holy elements Of human nature
have been developed by correct disci-
pine; and asks US to prognosticate the
end, and influence and happiness, or mis-
cry of the two. School discipline should
have view, rather to the formation of
character and future usefulness, than to
present convenience. Recess.
Mr.. Adams continues, many teachers
love to teach, but hate to govern. The
one necessarily merges into the other.
There must be order in department, and
| in ihe mental habits, too. Be appre-
hensive of mischief in school and you will
have it Be suspicious of people and they
will hate you. Be noble, and frank, and
friendly, and you disarm mischief. Chill
dreu are men and women of a smaller
growth, quick to perceive and compre-
bend; and if you tell boy he is ugly
and mean, he will not try much 10 be
anything else; but give him the credit of
being good and honest, and he will try to
be SO. IF one is vicious, it is because he
has been surrounded with bad influences
then treat him kindly, and win him back
to the paths Of virtue and peace. Make
but few rules in school, and reserve the
more discretionary power. What will
fit one scholar will not fit another; and
different scholars must be treated differ
emily, according to temperament and dis
position. Perhaps you. as teacher, may
form the destiny of some refractory schol.
ar for veal or for woe.
. Concerning the enforcement of disci.
pine, he remarks, that next to hanging
logging is the poorest use that a man car
| be put to. Mild, persuasive measures
calculated to show the child that you love
him and desire his good, will conquer
: almost any heart. But wilful, continued
2 and determined rebellion must be me
= and conquered, and the dignity and char
acter Of the school government must b,
. sustained, by whatever means. Let hin
! be conquered, in school, that makes dis
A turbance there. If you turn him out
. you either tell him that he is an inhumal
scoundrel, unfit to be in school, or TIM
he is SO powerful that he cannot be con
trolled.
, Then he speaks of the general arrange
ments of the schoolroom, text books
! means Of Illustration. etc. He says, tbr
f teacher should be interrupted, by no hu
man being, during recitation. He woul,
; have teachers abandon the general 70 u
tine of questions and answers; and draw
out the thinking and communicative pow
erS of their classes. Recess.
t Mr. Adams calls attention to the stud,
: Of History in schools, as being require,
: to be taught by law, and still not found il
o many Of our schools. Thinks it neces
: sary that our scholars should have
= knowledge Of the history and institution
u Of our republic, and the Fundamental
It principles which underlie it. He mad
some suggestions concerning how
might be taught. And then resolved tn
: house into genera convention, for tn
Il purpose Of remarks on any topic connect
). ed with education.
/ Mr.. Hall pursued the subject Of histc
! ry in common schools; remarked that
was not specified in the form for teach
/ ers' license, which fact, tends to throw
d out of school. He mentions the gener,
g ignorance of teachers on the subject {
history; and says he would sooner licens
It a teacher ignorant Of geography, tia
history-hOpes the State Secretary wi
do something towards introducing it.
e D. H. Austin concurs in what has bee
d said concerning history and disciplin
J. Says scholars study geography, and al
Of yet ignorant Of lido not study it arigh
:, Speaks of the means of illustration. ct
to Mr., Hall says, we attempt too much
lie can't fix everything in the mind-pas
Mt over the minutia, and get the general GU
ID lines we'll and thoroughIy-best tex