The Jackson standard. [volume] (Jackson C.H., Ohio) 1847-1888, 1880-01-15

far to 70 record my impression that there by
Teachers something's visit f6er In 'e deeeeeeesg n
@ 9m to Wi%t oW many ON The
whipping oe oeo eo sgnt to be sailed
tagonsm an to their pupils instead striving by eve
OF interest which shall render ali resort to forcibIe
that all the ist such as saps
aS6shed harsh
MIR. Stone merits the praises of this
community and the hearty thanks of
thousands of the school-chiIdren and
their parents and guardians for this
brief but comprehensive and appro-
pirate criticism Of most pernicious
discipline, and the recommendation
that 1T be abolished. Sour-tempered,
Grabbed, nervous, morose, ill-natured,
and, sometimes, cruel and Implying
teachers, are enabled to obtain ap-
polntment to the public schools, and
the unfortunate pupils committed to
their charge suffer the blighting and
severe consequences, mentally and
bodily. Retributive Justice without
the process of law-tfe lex talionis-
1T ever Justltable, is in cases where
tescher so far abuses the rightful ex-
ercise of his authority over the pupil
with small children especially-as
to intiict blows with either hand or
ruler or rod upon the head. And no
just court would ever hold the parent
culpable who should promptly chas-
tlse the guilty teacher for such an act
OF 1rdefensible brutality, either by
vigorous use of fists or cane not too
delicate In dimensions. Children have
been made lncurably and permanently
deaf by box on the ear given by a
rutflan-spirited teacher-who ought
himself at the moment to be knocked
Hat with blow of the fist, or tied up
and made to feel the business end of a
stout whip. In the schools, if corpo-,
raj punishment must be inflicted,
should be rule-to violate which
. world impose suspension or dismissal,
according to the circumstances
the discipline must be deferred to
moment when the teacher who has
ordered oris to apply it shall be in
cool frame of mind, and not under the
influence OF the excitement or anger
OF the instant of the ofense.
Teachers sometimes have to deal
with very vicious, fractious, rebellious,
depraved and ruffianly boys; some
times, too, with girls of similar evil
nature. With these it is hardly a de-
batlble question whether their reten-
ton in the public schools is advisable,
it, to control them to the rules, cor
poral punishment is essential. One
OF the kind will do more to pervert
morals and nature, to spoil the tenn
per, and lead to vicious WAYS. a whole
class, than all the measure Of good of
which they are in any respect capable,
in school or out of it, can compensate
for; and after all the discipline of the
rod to which they may be subjected
they are as intractable and depraved
rs ever, il not more hardened in spirit
as their flesh grows callous from fire.
quent birchings. Their reformation
IS consummation devoutly to be
wished; but it is unreasonable, unnat-
ural, and altogether unjust to all the
other pupils Of the public schools, to
persist in the usual futile task of re-
forming them as the models of vi
ciousness and incipient crimes from
whom dozens of pupils of impressi-
BILE natures but generally disposed to
good behavior are likely to pattern,
and get their start upon the devious
paths which lead to sin and wicked
ness and disgraceful deaths.
MIR. Stone is very correct in his OBJ
servations Of teachers who visit upon
defenseless pupils the effects of their
own want of self-control; of teachers
who entertain antagonism to pupils
instead of cultivating spirit of kind
ness, accord and sympathy. Were
some of the teachers of the frst-class
to be subject themselves to tutor of
their own disposition, as they hold
their pupils subject, they would, in
the apt phrase, know how it is them
selves. Not only would they be shock
ingly disciplined every day and ev-
cry hour, but most of the castiga-
ton would be undeniably merited.
agreeably to their own code to regu-
late punishment to ofenses. AS to
the latter class, the reproach can, la
mentally, be applied to number not
whole. The effect upon their pupils
is readily found in the report cards
and examinations. Many a bright
child, with her lesson pat in her mind
from hard study, has had it all actual
ly frightened away before the dark.
sullen, menacing frown of her hating
and hateful teacher, who is resolved
not to show kindness to the timid,
fearing little creature, whose heart
would gladly open to receive the NOR
al sunshine of a pleasant look or
CHEEKY word, and to yield its treasure
of gratitude and love for the gentle
encouragement which would serve as
prompter to call forth every line she
had conned. They are not competent
nor suitable teachers who possess and
practice, and do not endeavor to over
come, suppress, or remedy these griev-
GUS infrmities of temper and bearing,
no matter what their learning or at
tainments in scholarship may be; and
they do not deserve to be employed in
the public schools. Nor ought anoth-
er very Objectionable class of teachers
to have employment in these schools
those who discriminate between the
children of the rich and the poor,
greatly to the humiliation and inius-
tice of the latter, particularly in the
case Of girls. This is practiced to
such an extent in some of the schools
that it is next to impossible for the
child of poor and lowly parents to
oyorraSs in Studies no nattar how