Clarksville weekly chronicle. (Clarksville, Tenn.) 1873-1890, 1873-11-15
SCHOOL DlscIPLIsE-coNTIHUED.

I have spoken of the power of sys-
tenn, law and kindness in their silent
buteffective influence upon individuals
and the school. I have spoken of the
means and methods of preventing evil.
I come now to the penalties to be In
ficted when crime has been commit
ted. Wholesome laws will be violated
under every sytem of school manage
ment. The question to be settled is,
should the government of the school
be positive and effcient2 IF so, the
teacher must have the right disposition
and power to infict punishment when
necessary. In the dispensation Of
penalties professional knowledge and
wise discrimination are requisite. The
circumstances connected with the Of
tense must be carefully studied and
distinction always made between wilful
and unintentional wrong. No two
cases of transgression will be exactly
alike, and hence the kind and degree
of punishment should be varied as the
case demands. But the good discip-
linarian seldom resorts to severe pun
ishment in the government of his
school; yet he never reliDquishes his
right to punish as circumstances re-
quire. Nor does he regard severity,
when necessary. as an evil to be de-
plored. 1t is indeed misfortune that
any child or pupil has become SO de-
moralized and reckless as to incur the
penalties of the law, but Solomon rod
which has restored him to obedience
and duty is blessing whose influence
will be felt and acknowledged by the
offender as long as he lives.
Moral suasion is not the remedy for
bold and defiant violations of law, if
we mean by that term the persuading
of the culprit to return to obedience,
or the purchase of his allegiance by a
promised reward. Rebellion should
be met by stunning, crushing blows,
such as will yindicate and re-establish
authority and deter others from CON-
hitting the same crime Mildness is
cruelty under such circumstances. But
moral influence and kindness should
attend every act of severity. Never
let the sun go down upon the wrath
of chastised pupil. See him alone'
bring to bear on him every moral pow
er, treat him now with kindness and
confidence, and thus restore him to
duty and favor Without the rod
moral suaslon might have been power
less. 1t must never be doubtful that
the teacher has supreme control over
his little Kingdom. If his authority is
trifed with, it must be restored without
delay, and any punishment is judicious
that is necessary to this end. When
severe punishment becomes necessary,
the pupil should be made to believe
that sense of duty and not passion
nerves the arm to strike the blow. He
must be made to understand that it is
the teachers duty to command and the
pupils duty to obey. If the knowl-
edge of the offense is confined to the
offender and teacher, it should be
treated privately for the good of the
individual. But the public crime
must meet public punishment, that all
similar cases may be reached and the
school benefited.
The discipline of recitation comes
next in order. Recitation is the exer.
else of expression, and like study, be-
longs wholly to the pupil. Study and
recitation are the principal means Of
gaining mental power and practical
ability. Both are indispensable to the
end in view if not equally important
Recitation, if properly conducted, in,
duces study. Few lessons would be
learned in any school if no recitations
were required, or if it was understood
before hand that the hour of recitation
was to be occupied by the teacher in
lecturing or asking questions. Again
recitation gives distinctness and vivid.
ness TO acquired knowledge. No les,
son is fully learned until it is recited
1t follows, therefore, that every pupil
must recite at every recitation or suf
fer loss.
| Glasses should never be so large az
not to allow this thorough persona
drill. That teacher who claims ability
to educate classes numbering from
fifty to seventy-fve is either novice
or quack. Such teaching is fruitful
source of Incidence and superficial
scholarship. Recitation in concert Ii
equally Objectionable. This may oc
casionally be profitable for recreation
and improvement, when. the whole
school can engage in it, but class reel
tation in concert as a habit creates
disorder, preventsquiet study, Destroy
self-reliance, affords hiding place fol
the idle and reckless, and removes ths
strongest motive for self-application.
The discipline of study may next b.
considered. Study is mental gymnas
ties, systematic thinking, and the enc
in view is development and culture
One great object of the school is II
induce and direct this mental exercise
Study is of the first importance, anC
hence must have the first attention o
every practical teacher. In the or
, ganization classification and govern
ment of his school, his chief aim is t.
secure symtematic thinking. To thi
end he arranges certain hours of thu
day to be especially devoted to study
No unnecessary interruptions are al
lowed. In the selection of studies ant
the arrangement of classes he has re
gard to the capacity and standing o
each pupil, so that he may work easil!
and successfully. He requires a regu
lar hour to be devoted to each stud.
and recitation, that order apd system
|, may everywhere prevail. He enforce
r;g;1 6;eo;pl;na that tho Snhool reou