The Rutland daily globe. [volume] (Rutland, Vt.) 1873-1877, 1873-06-23
otter Creek valley Teachers Associ
alton.
DISCUSSIONS AND ADDRESSES.

alton.
DISCUSSIONS AND ADDRESSES.
The second and closing day of the ses-
sion of this association was opened on Sat
urday morning at nine o'clock by confer
ence meeting participated in by number
of gentlemen and lady teachers who were
present. At ten o'clock the question of
SCHOOL DISCIPLINE
was taken up for discussion and opened by
Rev. II. F. Austin of Rutland, who said,
in the beginning, 1t was an acknowledged
fact that law and order must be had In
school so that scholars may study and
learn, but without the means of enforcing
the law II was valueless and powerless.
Law and order are essential to any form of
government and their importance cannot
be priced too highly. But in school too
little importance is attached to these things.
Republics ami institutions generally owe
their prosperity and their perpetuity to the
respect they have for their laws no ma
tional security or personal safety is enjoy
ed without strict adherence to the require
mcnts laid down as rules of government.
In the early training of our children 1t
should be deeply impressed upon their
minds that they must obey and reverence
proper authority, and in after life they will
he more likely to regard these things This
training should be enjoined by the highest
law of teaching-the law of love. The
child may ignore the duty but he will an
swer and obey the voice of love. The same
principle is applicable to school discipline,
when a union of families is had under one
teacher. In loco PARENTS is the law of wis
dom and cxpediency. The measures to be
applied is an apt consideration. The laws
of Vermont IN ioco PARENTS gives to the
teacher the same right in the school over
the scholars as the parent has in the family
f and in the field over the children the same
: license to inflict punishment if required.
p 1t takes the child from under the care OF
y the parent and subjects him to the care OF
p the teacher. and while under such care the
r. parent has no right to interfere with thu
h commands of the teacher over the child
/
n law as though the parent were an alien
The parent has no lawful right to inflic
any chastisement upon the teacher in tn
4 discharge of his duty, while the teacher il
turn has no business to treat the child in
harsh and cruel manner; to pull, tear o
a bruise in such way as to inflict seriou
d injury. lie has only to take such meas
d measures as will bring about good an,
s implicit obedience of the school room
r and industry in the application of tn
< scholar to his studies. This it is the dut
lie of the teacher to maintain at all hazards
1t Order is heavens first law and it should
lie the first requirement of the teacher. TIL
&c speaker did not believe in rigid discipline
A. although that is better than utter confusio
L. or defiance of authority, but there shout
er be medium maintained, and if properl
a. carried ont the school will make better pre-
IS gress.
o. A disobcdient and disorderly child o
t. school is like the dog in the Manager. II
he will no. keep quiet or study himself nc
to let any one else. The example of one sue
re scholar is contagious and as poisonous
~ a school-room as disease. From his p,
at rental relation to the scholar the teacht
re must inforce his rules, or habits of Law
IN lessness and disregard to authority will
,d cngcndcrcd. Men who have grown up
ut wickedness have cursed the guides to the
ne youthful footsteps for their incompetent
st in teaching them these duties at schoo
he The woes of passionate men can oftentim,
Oh be laid at the door of their teachers in earl
Ike youth, A wholesome school discipline
re morally binding upon the teacher. tt
gs neglect of the parent does not justify Il
in teacher, but is rather needful incenti'
ny to more diligence. When rebellious chi
Ter is sent to school, it is expected Il
it teacher will enforce strict discipline
let his case, and in that way obviate, if pc
wv sible, the neglect of the parent.
mt The great point essential to this questio
'"S is how must this discipline be maintained
IN The speaker considered that methods al
yer means were subject somewhat to circui
stances, to the character of the scholar al
the position in which the teacher is place
IL Moral suasion is the best means, if foul
DIST sufficient, if not, let chastisement be give
IN, Better scars on the back of the schol
&C. from the ruler or switch, than scars on
we minds which defiance and disobedience q
he sure to leave. The refusal to use the re
ur is not criterion of wisdom. Some thi
IL 4 I'LL.
but children prove that the use of the r
'ri- is not unwise or unscriptural. If tact a
W. skill are joined in its use, well. But Il
'ou idea of inflicting punishment by expulsi
'ay from school because of physical incapac
to punish with the rod, is an injustice
to society. Remember with reverence
49, teacher who inflicted chastsement in yo
lst- youth, for the evil of expulsion or the
Let fusal to the rod, is multiplying Grimm
IN all over the world. The incompet,
II teacher should be dismissed rather than
ms unruly boy. The teacher who dares !
we inflict chastisement, should be sent to Lo
me- ell to spin cotton or to the woods to 81
10 wood
ses BEMAgKs OF A. K. LRAyKNwoRTH.
w." Prof. Leayenworth of New Haven, s
he fully agreed in all that had been said
garding the importance of school disc
line. No progress in instruction could
made without it. Each teacher, he thong
. must work out method of their oy
They cannot initiate each other in Diet
the principles only can be grasped and Il
natl "o'A'u ou' III oo' Wv" ""' i'".
,wn fail. They must be independent. {
act teacher will secure order by laying do
o 'h the law and enforcing it in a simple v
the While others caliot Anu here we III