Staunton vindicator. [volume] (Staunton, Va.) 1860-1896, 1880-09-03

and the blackboard GOO llttle.
Mr.. Guthrie also advocated oral teach
ing.
Mr.. Wilson thought 1t good plan for
the teacher to write incorrect sentences on
the blackboard and let the pupils correct
them.
At the close of the discussion OF this
question Superintendent Grattan proposed
that the rest of the evening be occupied
in discussing -,
THE BEST MODES FOR THE MORAL TRAIN
ING OF THE PUPILS.
He did not consider the duties of the
teacher accomplished without he endeav-
ored to elevate the moral tone of his pu-
pills.
Mr.. Calhoun thought lessons OF mOrali-
ty could be instilled into the pupils mind
all the time by the teacher; for instance.
during the reading lessons he might point
out to them the lives of the great and good
men they read about.
Mr.. Curtis said the teacher had numer-
Gus opportunities presented to him all the
time of correcting the evil tendencies OF
the children. He should watch them while
at play and check any disposition to quar-
rel and so forth, and also bear in mind
that it is as much the teacher province to
train boy morally as it is to train him
intellectually.
Mr.. Grattan said one reason that had
drawn his mind to the subject was ques-
| ton he was asked to answer in his annual
report-"what progress had the schools
made in the last decade in intelligence,
morals and industry" He answered it by
saying that he believed they had progress
ed intellectually; as to their morals he
could not say. and as to industry he was
afraid there had been no progress. He
would say, and especially to the colored
teachers present, that the Importance OF
industry was not sufficiently impressed on
the minds of the scholars, nor the fact
that education is merely something to aid
them in their work in life. Some children
had the idea that education was some
thing to enable them to live without work.
Mr.. Dyche said one great difficulty the
teachers had to contend with In regard to
moral training of the children, was the
want of cooperation on the part Of the
parents. If this could be gotten the rest
would be comparatively easy.
Mr.. marlborough approved of scrip.
ture reading and the singing of hymns in
school.
Mr.. Steffey said that good example on
the part of the teacher was matter of
primary Importance.
Mr.. Curtis strongly advocated singing
in schools. He believed it had the best
possible moral effect.
Mr.. Jordan was opposed to making sing
ing schools out of public schools. He be.
lieved in every possible sxertion Oh the
part of the teacher being used to elevate
the moral tone of his school.
Hr. Hutchens thoroughly endorsed the
views of Mr.. Jordan.
At few minutes past four O'Clock the
Institute adjourned until 10 O'Clock We'd
nesday, when the subject Of discipline in
schools was taken up.
SECOND DAY-MORE ARRIVALS.
Before the discussion was commenced
the following teachers were enrolled in ad
dition to those present Tuesday: J. T
Gochenour, Hermitage; VIM. II. Coffman,
Staunton; Miss Beard, Middlebrook; Miss
Anna F. Rouen, Steele's Tavern; M. w.
Barker, Churchville; Lewis A. Keller,
Churehville; 81. G. Early, Hermitage; ].
F. Wilson, Gresnville; ]. F. Landes, Stone
wall; G.. w. Edwards, Staunton; John P
Cleveland, Staunton; s. A. Driver, Wey-
er's Cave; Miss Mollie NJ. Gentry, New
Hope; Mrs. NJ. e. Calhoun, MiddlebrooK;
Miss Alma Jordan, Swoope's Depot; J. A.
Michael, Long Glade; c. c. Thompson,
Moffett's Greek; Jas. e.; Irvine, Middle
brook. r
coRPoREAL PUNISHMENT IN SCHOOLS.
Mr.. Steffey said he was opposed to cor
poreal punishment. He thought charac-
ter Of the schools had been injured by
improper discipline. The teacher ought
to make the school as pleasant place as
possible for the pupils and at the same
time to be firm and strict in the enforce
ment of the rules of the school. He
thought that unruly children ought to be
expelled from the school.
Mr.. Grattan had had conversation with
a distinguished educator in the city of
Baltimore, who said they avoided cor
pOreal punishment as much as possible,
though it was occasionally resorted to, but
everything was tried first. In his opinion,
although all persons had equal right to
public schools, they had no right to enter
the schools to the detriment of other pu-
pills. He did not think teacher had the
!, right to expel pupil until every means
was tried to reclaim him, and that coporeal
punishment might be tried as last resort.
Mr.. Booker in his experience Of ten years
had come to the conclusion that sometimes
corporal punishment was Indispensable.
flo would only use it as last resort, how
ever. He believed in keeping the children
thoroughly occupied as the best means of
keeping the children in order. Some ch,l-
dren could be ruled by love, others must
be ruled by fear. The teacher must study
the disposition OF the pupil and govern
him accordingly.
Mr., Hutchins was no advocate of cor
poreal punishment, but believed there
were instances in which it was indispen-
sable. He thought it better to rule by
love than fear, and that firmness ought to
be the characteristic of every teacher, and
that expulsion ought only to be resorted
to when every means had failed to reclaim
the pupil
Mr.. Wilson was in favor of what Solo,
mon said; spare the rod and spoil the child.
He had great trouble in stopping whisper