Clarksville weekly chronicle. (Clarksville, Tenn.) 1873-1890, 1873-11-22
SCHOOL DIsCIpIlNE-CoNrINuED.

But the relation Of recitation to
study is not its most important USE
All that is practical in education in ev
cry department of life is developed by
recitation. The power of action no
less than the power of expression is
gained by this alone. The child learns
to walk and talk by walking aud talk
ing. The mechanic learns to use his
tools by using them. He could never
gain the power to build house, con-
struct an engine, or manufacture
watch by reading or hearing lectures
upon the subject. In each department
he learns his trade by reciting. The
skilled musician has learned TO use the
voice and the instrument by years of
patient recitation. The statesman and
orator, whose eloquence moves the SEN
ate and attracts the attention of admir-
ing nations, mas gained the power to in
fiuenee by the practice of oratory. And
so the art of easy, graceful. intelligent
conversation and elegant composition
is acquired by conversing and writing.
But there is distinction between in
struction and recitation. The former
is the business of the teacher; the lat
ter belongs exclusively to the scholar.
The object of the one is to impart in
/ formation, induce study and awaken
thought; the object of the other is to
express the thoughts which he has ac-
quired by study, observation and re-
| Fiction. School instruction serves as
has been suggested to render acquired
knowledge more definite, and concep-
| tons more vivid, and cultivates the
power and habit of expression. Study,
recitation and instruction have one
/ common end to accomplish, viz: dis
cipline.
Many suggestions in regard to the
manner of instruction might be here
adduced but as my purpose is to show
the influence of genial instruction to
secure discipline, this must be left to
the diversified power of instructors.
We come next to consider the sub
iect of rewards to those who earn
them. The tree of knowledge that
grows in the educational garden is also
tree of discipline. It's stately and
well-formed trunk, its symmetrical
limbs, its flowing leaves, its beautiful
flowers and its rich fruits are charming
TO the eye and to the taste, and form a
refreshing shade for the many pilgrims
of science. But the ease and pleasure
here to be enjoyed are for those only
who come to toll, and whose WEAKNESS
is the fruit of the tree. The fruit Of
that treeis knowledge, but the labor
of plucking that fruit gives discipline.
1t is presumed that the easy scholar
can pluck the fruit unaided. If SO, he
needs no instruction; would be injured
by having it. He may need direction
and encouragement, but no help. Some
can reach only the lower branches and
others unaided can pluck no fruit at
all. Hence some need more help than
Others, but none' should be helped
while they have the power TO help
themselves. This is the golden rule in
teaching. The timid and dull need
encouragement and inspiration more
than help. Give them these and they
will climb higher and higher. but never
help them while they have the power
of climbing.
Some general suggestions upon the
subject of instruction may here be
made. Teach subjects and not books
Teach classes, and through the class
drill the individual members, allowing
no interruption when the classes are
reciting. Aim to make the class reel
tation attractive and instructive, and
above all, inspire the pupils with ear
nestness and enthusiasm in the bust,
ness of the school. To wake up mind
is the instructors first and most i'm.
portant work. And, if successful in
this, he is at once master of his situa,
ton. To secure accuracy and thor.
oughness. frequent reviews should be
required of all. Finally let every de.
partment of instruction be practical. sc
that the pupil may enter at once upon
the duties of practical life.
We come next to consider the dis.
cipline of good morals, and nothing
connected with the whole subject of in
struction is fraught with more impor-
|. lance than this. This is an age in
which rudeness and INSTRUMENTATION
are characteristic of the rising genera
ton. Where now do we find that gen.
tleness, politeness and ready obedience
which characterized the children Of
former times in their relations to those
whom God had placed over them? In
those days, under the direction of pa
rental authority, children kept their
places, regarded their instructors, and
observed all the little civilities which
throw charm around the family cir,
Gle. Not so now. Rudeness charac-
terizes all their movements at home
and in school. With their heads COW
cred, they lounge about the house, in
trude themselves into company, inter
rupt conversation. dispute with supe-
riors, and make themselves disagreed
BILE in every way. At school the bound
and the scream which follow dismissal
remind one of incipient savages, and
out of the school room the teacher
may not expect from the pupil as arule
respectful attention and courteous be-
havior, but, on the contrary, insults
and disrespect.
Now, the manners of people surely
indicate their morals. But human So
ciety exists only so long as the morals
of the community are preserved. OF
morals and manners it may then be af-
frmed that the one is the complement
Of the other, and that they can not be
separated. Morals divorced from man.