Cleveland morning leader. [volume] (Cleveland [Ohio]) 1854-1865, 1859-02-25
lCOmmunicated l

Our PUBLIC ScHooLs-The Public Schools Of
our State are justly its pride. They stand second
to none, perhaps excepting Massachusetts The
amount of annual tax is greater than the entire
school fund of even Connecticut.
Our school houses and means of education are
greatly in the advance of sister States
The schools OF our own city are deserving of our
highest interest Being parent and a resident
some years, l feel common solicitude for their
greatest usefulness. A number of articles in tbe
ReUieD and Leader respecting difficulty in the
High School between the teacher and a scholar
have increased this solctude 1t is not often that
any such collision in a school can be made benef
eial by public discussion. While 1 have endea-
vored to acquaint myself with the merits of this
case both from the teacher and the scholars, do
not design to review them here. But, the case and
the public notoriety already given to FURNISHES an
occasion for some remarks oa the "exercse of au.
thority, or government in our Public Schools"
Now never taught school day in my life, but
have been at the head of family and in more
public relations of responsibility for many years
am aware of the great change which has taken
place everywhere in relation to eOrpOreal punish
HleHt. The change is doubtless for the better
But we goa head Americans are in the practice of
running to extremes. This is our danger now on
the question Of government in the Public Schools.
1 remember well the time when, if boy was
punished at school he would be punished again at
home assuming that he rightly deserved it, and
desiring to uphold most promptly and unqualified.
ly the teachers authority. But it has now come to
CTR Il.
school, the teacher must get the second 1ogging on
the assumption that he was in the wrong and he
may think himself fortunate if he does not get
whipped tloice the children used to-once by the
chids parent and then by the School Directors.
1t Is not to be disguised that public sentiment
has arisen which shields the scholar from all cor
poreal punishment and disgraces the teacher who
resorts to it under any circumstances. That this
growing sentiment is becoming radical and that
It is already pernieOus and ruinous to the best Re
terestS Of our schools ond of our children, wefu b
believe. Unless it is checked we shall soon haIa
misrule and no government instead of order ard
obedience. And we all know that even deepcAa
ism is better than anarchy. That we must have
order in our Schools or give up all hope of thei
usefulness no one will question. But to have or
der there must be laW-and there is no law with>
out penalty, and all penalty or law is but sham
and farce without an executive authority and
power to enforce it
Grass may be used, and often with benefit but
be who throws grass without the authority to
throw STONES if necessary to secure the object, is
simply a-well, I will not say. And for teacher
to De permitted to throw grass at unruiy boys and
encouraged to dc SO while the parent and the
School Board give him and his pupils to un>
ders.and that on no account must he throw
anything but grass-why, the boys will soon
tell him to ego to grass," and he will soon be
turned out to grass sure enough. Such results
would be inevitable.
Moral suasion first of all and most of all; but
when 4 boy should spit in his teachers face or
play the bufoon in his presence, or order him
''hands Of, sir Don't you touch me-" when he
is corrected or reproVed, just then and there the
terrors of the law or the application Of the rod,
might be more proper and a more effectual if
not the only mode of persuasion.
But "no one e'er felt the halter draw with good
opinion of the law" He that is a terror to evil
doers can scarce exect their favor until they
submit. A PARENT.