The weekly miner. [volume] (Butte, Mont.) 1878-1881, 1880-06-15

EEM-L AtF.LlK
to school discipline, has not kept him
informed or been an observer of the :
rhent made in the matter of school
ment.
Martinets in the school are
giving place to teachers whose law is \
and whose rule is love. Even prod
tanners OF wild beasts have learned TIL
ness and love do more towards reI
vicious animals tractable and managed
blows from the club. Certainly our 4
should be treated in the school room
much consideration Of their sensitive
as is extended TO the wild animals of !
mage rie. t..-
Much las been said about disciple
the want Of discipline, in schools. III
is convertible, but under the commoI
tation of its meaning as applied to|
government it is supposed to imply a J
enforcement of order, or rather the |
ment of more or less rules to preserve
termed order. One of the definitions
cipline, as given by Webster, is: "TI
suited to a disciple or learner" If d
correct definition, then we should J
such discipline in the school room as
best suited to the age and condition
pupils. That this is the true and J
theory there can be no question. Thd
ligent teacher takes into considered
age of his pupils and applies his did
accordingly. If the average of a sci
not exceed eight or ten years, a wide N
liberty Of action may very properly be !
Children are not expected TO, Io Cd
with impunity, violate the principal
their nature, which is action-constaDl
cal actien-and become as stocks and|
as soon as they enter the portal of the|
room. He would be a cruel teach
would require it of them at this day, !
many of us al remember when VA
compelled to assume an attitude in sd
rigid and lmmovable that our cases n
ness ana "playing hockey" car we'll
counted for. Our natures revolted
the unnatural silence we were compJ
observe, and the confined and crampI
ton we were obliged to maintain, and
the threats of the application of d
ferule, We sought the open fields Wild
give rest, freedom and play to our e1I
energies. A little more freedom in It'd
room; a little more common sense ed
bv The pedagogues of the past wotd
insured our daily presence in the schal
and saved lis from u mornings Il
ment.
The advanced educators of the pred
pay but little regard to discipline as it
be understood and practiced. 1t isl
Sc ,ondary in Importance with them
them kind and afiectionate teachers \
reach and possess themselves of the n
their pupils, and they know that all U
which is necessary for the we'll beis|
school will surely follow. The Quind
cd, which is taking a firm root in the |
States, is distinguished principally for3
absence of what is termed order.
are allowed a very wide latitude for :
as we'll al mental action. The kind
schools, which have been in success!l
ton for many years in the GERM
and which have been introducedd
United States and are rapidly guJ
favor, would be considered by The
under the old regime al a perfect b
worthy the name of school. These
are the outgrowth of common send
Difference to the laws Of health. TIL
not founded without due considerable
wants and necessities of children. |
was given to the fact that little onel
vigor and sXubelant life are reStiHJ
restraint and e impatient for Id
action; that it is useless as well as \
insist upon long confinement in tlI
room, and Il strict observance Of th.I
piled rules and regulations which stdd
a terror into the hearts of the average
hoy. Lessons from objects are pni
taught, and N easy conversational |
language used that places the pupil |
ately at his ease and in sympathy 4
teacher. For young pupils it is Il
sensible method of instruction, u
eventually be universally adopted 10 !
ciusion Of the present unnatural Y
mark and fold your arms sir" course |
by many very badly taught lea chers.
In conclusion | would say, that iftEi
Of a school have made such advanced
their studies as could reasonably be 4
OF them, or that may have been FQ1
them by the principal of the school, y
teacher has filled tie whole measure
obligations to his patrons, and should
Titled to lis full need of praise thereil
test Of success in the school room 81
progress of the pupils in their studies
may whip a child repeatedly, but you
make him learn-unless it be to bal