Buchanan County bulletin. [volume] (Independence, Iowa) 1869-1891, 1872-02-16

VIII pIODdDiy nave the SaJlS1aCtlOn OF
telling, ere many weeks are elapsed,
that he has converted another "prodi-
gal" Advice is better received in pri-
vatc than in public. Were reproof
administered to u pupil publicly, spirit
OF obstinacy might be developed in him,
the manifestation of which would be
anything but agreeable. Human nature
is weak and inclined to be rebellious on
such occasions. For this reason, if not
from higher motives, reproof should al
ways be administered in private. The
very fact of regarding the pupils feel
ings SO much as not to expose him in
the presence of his companions, will
tend to open his heart to receive better
impressions, and may possibly stamp on
his conscience the seal of contrition. be
sides increasing his love for the teacher
personally.
ReproacA and ridicule arc highly OBJ.
jectionablc as aids in school manage
ment The latter tends to loosen the
ties between the teacher and the taught;
and the former, though not quite SO OBJ.
Beth should be avoided. They general
ly fall on the innocent, awkward, and
sensitive pupils; whilst the idle and
vicious, having no reputation to forfeit,
arc quite inscnsible or Indifferent to their
application and effects. An unskilful
use of either reproach or ridiculc could
not fail to destroy the harmony of the
best regulated school. 1t would madden
and degrade one section ofpupils whilst
it unjustly elevated the other, and fos-
tered tendency in the latter to regard
than the former For these reasons the
use of either reproach or ridiculc is ex-
trcmely dangerous, if not altogether
pernicious and reprehensible.
Uumiiidtioa,, as means of school dis
cipline, though a proper or legitimate
punishment, should be used, if resorted
to. with much caution and extreme deli
cacy. If unskilfully used it mightepossi-
bly, produce the same effects as ridicule,
and be followed by disobedience and re-
bellion. Before resorting to it, there
FORE the teacher should exhaust all other
resources Sometimes the public con
fession of an error or offense may be
absolutely necessary; and, when made,
it should be accompanied witha request
for forgiveness. This confession, to con-
done the offensc, should spring from a
contrite heart The confessor should be
really penitcnt-rcally sincere: for, as
Blair well observes, sincerity is the
basis of every virtues s. Ingenious
ness snd candor possess the most power
full charms aud carry an apology for
almost every thing" Indeed, the teacher
should always encourage his pupils ia
frankly acknowledge their ffcnscs,
commencing them to pursue the wisest,
best, and most gentlemanly policy under
the circumstances, namely free con-
fession Nth a suitable apology If they
confess their offcnse, regret their
occurrence. and resolve not to be
guilty of such conduct in future,
the teacher may very properly
overlook the past and agree TO receive
them into favor again. Should they not
do so, and the offensc is IA grave
one, he will be justified in using every
means at his disposal, even corporal
punishment, to bring about the desired
| reformation,
CORPORAL PUNISHMENT
We intend to treat in this article OF
| corporal punishment as means OF
School Government; but finding it I'M
possible to approach the subject proper
~ without first considering the so called
minor punishments' and other collat.
teral matters, we reserve its investiga.
ton till some future occasion. We may
state, however, that the intiiction of any
kind of punishment will only make
bad worse" unless its application be
made cffectual-unless it be continued
until The offender is thoroughly sub
dued With respect to the corporal
punishment, we would say that it should
be used as seldom as possiblc-as at last
resource, and only when other means OF
reformation have failed or would be
likely to fail. Frequent and slight APP
plication would familiarize the pupils
with its tcrrors, and tend to make them
regard it with Indifference, if not con
tempt. "All punishment (as Seneca OBJ
serves are for amendment or for exam
pie, or both x sand the custom OF
offending will take away the shame OF
it." For this reason. if for no other pun
ishments should be etsetual, teao. and far
betueen. Better never to administer
punishment than that it should fail in
design and soon need repetition. When
to use the bride and the spur is a ques
ton whose solution requires much ex
pcrience, considerable talent, and not a
little critical disccrnmcnt, Habits OF
order, industry. and implicit obedience
promulgated and once adopted by tue
school, the teachers appeals to higher
motives than fear or force vii! never be
incf fcctual. He can then rule by the
power of reciprocal affection, and rely for
success on the finer feelings Of our ma
turc. These will carry conviction to the
conscience through the avenues of the
heart. But whilst insisting on the due
observance. by pupils, of all the rules
and regulations oith school he should be
particularly careful not to infringe them
himself Calm and steady, gentle and
mild. he should be CONSTANT in all his
actions-a standard ofjustice and honor,
4 model iii manners and every gentle
manly omplishmcnt, 4 worthy eXcmp-
lar oi patient sclf-control: for, as Seneca
well observes; These are the best in
structors who teach in their lives and
prove their words by their actions. "-G,
u. lie Tnun, IN Educational Konthiy.
Problem.
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