Belmont chronicle. [volume] (St. Clairsville, Ohio) 1855-1973, 1859-06-23
IT 10 "a. P.'s" question.

| TAnswer to "a. P.'s" question.
"He that hath ears to hear, let him hear
is q compound sentence; containing tw'
simple sentences. He is an ndependen
word, and consequently in The independen
case. That is the subject, general ant
grammatical. of the frst simple sentence
Hath ears 10 hear is the general attribute
Thou or you understood, is the general ant
grammatical attribute. in the second sim
pie sentence. Let him hear the genera
attribute. Hear is verb in the infini,ivt
mode. Him is in the objective case aftel
hear. ANY one understanding the analysis
can easily parse the other words. J. E.
PLEASANT GROVE, May IL, 1859.
Mr. EDITOR: In looking over The CHRoK
IcLE of May u, noticed some very impor
tant questions, given by &c. NJ" in tht
STUDENTS BUDGET, for the comment o
teachers. Now am not able TO say VIII:
this &C. NJ" is, but the best inference car
draw from his remarks and questions is
that he is teacher, or expects to be, ant
more .han likely has plans of his own fol
governing schools; and as such, wishes &c
hear how those plans, or i:you please, mode
of government, will correspond with his
neiahbor teachers; which, according to my
opinion, is perfectly right and proper. For
if one does not know much. let him endeavol
10 gather instruction from others more know.
ing; and if one knows grea, deal, why
keep it concealed! Why not use his in
fuence to enlighten all around him! Ger
tainly such an one is a nuisance 10 socie,y
Now for the sake Of hearing some one
more worthy or better qualified to answer
quest ions, | viii endeavor to answer two OF
&C Ms as briefly as possible, according
to the best of my abilities, (Which arc in
deed very limited.)
First: "Is it good plan to offer prizes as
an inducement to study and good conduct"
In the first place, would say that children
or even grown persons, unless endowed
with rather more than ordinary ambition,
require come siimulant, or the brigh. side ul
come future prospect as an inducement to
exert either m entail or physical labor, for
without this, it might we'll be pronounced
labor in vain" And unless a teacher is
gifted with that peculiar disposition, that
he can, BY motives of his own planning,
keen I'D a continual emulation in his class,
ihinK it proper that prizes should be offer
ed as an inducemeEt to study, but not for
good behavior, for good behavior can gene
rally be secured without pay, but study can
not. Aud in offering those prizes or pre-
miums, it should be cone in such a way
III t u in the class could compete for them;
which can readily be done by awarding
them TO all in propnrtion to the number of
times they maintain the head of the class
during each term; the one having the high
est number of marks receives the most val
liable prize, and on the contrary the one
receiving the lowest number, the prize of
the least value; and in like manner. all are
served in turn. But on the contrary. if only
one or two prizes are offered, you generally
find but one or two 10 compete for them.
and the other class mates become discour
aged, and care not whether they stand al
the head or foot of their class.
The next question: "Should the rod be
used, and to what extent, in the school
rooml" With regard to this, would just
say that my opinion will most assurediy not
agree with all, hut will as usual endpavor
10 please myself, and if in so doing, | please
the rest of mankind, SO far SO good The
most requisite qualification teacher can
l.
the branches required in common schools, is
to understund how to govern school prop
erly, and of the same time govern himself;
for il he fails to govern himself, how can be
expect to govern his scho'arsi Ifhis dispo
si,ion be such as viii enable him to dc tLis
he can then. ty gaining the confidence and
esteem OF his scholars, begin TO govern and
to teach at the same time. which, by the
way, are two properties which 60 hand in
hand. In order to govern one scholar prop
erly, shake of the head, accompanied with
a pleasant countenance, is sufficient to check
them from any violation of the rules what
ever. But turn, if you please, to another,
who is disobeying the commands, and try
the same mode of correction, and the com.
plment is returned with jeer. or a rep
e,ition of the act as soGn az the teachers
back is turned. Now here are two entirely
opposite dispositions, and should be treated
which by the majority of parents
(through ignorance of human nature.) is
termed partiality.
Now, as said before, if punishment can
be inflicted upon the conscience o: the
child by mild words, it is much to be pre-
ferred, but if its d:sf fosition De such as can
not be affected by any ordinary punishment.
then nv plan is to use the rod OF correction,
which is the last remedy.
IT, using the rod it should never be done
in passion, nor without giving the child
sufficient reasons why and for what purpose
you are going to use it. Use IL not for re-
vsnqe, but for correction; and after using this
method of correction, act not ms have seen
teachers, as though they had been engaged
in mortal combat, but with prepossession
and mildness. as though nothing uncommon
Rad transpired. But by oil means, don't
beat the child as dumb brute. but with
sufficient severity so as 10 avoid every day
corrections of this kind. il possible, because
bv continual reprimandings Of this descrip-
ton he finally thinks i. an essential part
OF his education. A. p. B.
X. G. Booking,
Produce and Provision Broker, and Com
mission Merchant, makes liberal advances