The Vancouver independent. (Vancouver, W.T. [Wash.]) 1875-1910, 1878-10-10

NUMBER Z.

| DAY OF SChOOl wrong. Inc teacher
ought to try to make the scholars
feel that he was there to instruct
them, and not to punish them; and
that punishment, if inflicted, was for
the benefit of the scholar and the
school. A teacher in order to gov
ern well, must first be able to govern
himself; must not allow himself to
get into passion, for that would be
considered by the scholar as an evil
dence of weakness. Thought the
rod might be used to good advantage
under certain circumstances, but
deemed it better to eXpel real bad
scholar, especially where schools
were very large.
The president differed in regard to
the expulsion of scholars from school
for any cause; laws made for the gov
ernment of city and county enforced,
school officers and teachers are re-
quired to obey law, and scholars
ought to be made to obey the rules
of the school. If expelled they
would grow up in ignorance. If one
was sent home for disobedience, 9TH
ers would disobey a rule with a view
of being sent home. If kindness
will not do, then punishment should
be used. He would recommend first,
kindness; then if that would not do,
he would do as the old man who
found rude boy in his apple tree
stealing apples, punish him.
Prof. Robb in reply, said that he
agreed with the President as to the
Importance of educating the vicious
scholars but that he thought that there
were circumstances under which it
would be an injustice to the school to
let scholar remain; large and vici-
Gus scholar very often stops and clogs
the whole work in the school room,
and in that case he should not be per-
mitted to attend. He was confident
that at least nineteen twentieths of
pupils even III the worst of schools could
be governed 10y judicious course on
the part of the teacher. Prof. Delany
thought best to treat a scholar as a
rational being. Did not believe in
the theory of bad boys coming in con-
tact with goodness and spelling them.
One human being is about as good as
auother-rich and opulent no better
in character that the poor-would treat
all alike as rational beings
Proti Robb said he did not make
any discrimination between rich and
poor but between bad and good; some
children were evidently worse than 9TH
ers. rs an example of the benefits of a
rigid course of discipline, in such cases,
referred to the juvenile reformatories
of the east where vicious children,
picked up on the streets, We're sent
Prof Delany thought the climax of all
punishment was the expulsion of a
scholar from a school.
Prof. Glendye would observe as nearly
as possible the followingrules. |, Gov
crn self. ,, Gain respect of children,
Some parents said when they sent chill
drcn to school "Now Prof. ). has a
great whip, he will whip you," that's
wrong, they did not 90 to school to be
whipped. 3, Not use whip in any case
4, Allow no idleness. ;, Did not allow
himself to see every little thing that
transpirod. 6, Required politeness. I,
Allow no profane language to be used
on the grounds. s, Allow no sparkling
among scholars in reply to how he
would punish for bad conduct, replied
that he would use the backStick.
Hon Mr. Hathaway regarded that
government best which was felt the
least Government for graded schools
differed from that used for mixed
schools. In government of children
must have reference to the culture of
child and its disposition. Thought
rod necessary thing to he used at
times. He had to do it Had told
school of the two methods and asked
them which they would prefer, kind
ness or the rod, but it was necessary
to control the school in some way In
order to teach 1t.
On motion the Institute adjourned.
The secretary would say that he
had to make the above report from i'm
perfect Mss, and in hurry, and if any
teacher is misrepresented will please
accept this apology
| NJ JITDN SECRETARY