Lancaster daily intelligencer. [volume] (Lancaster, Pa.) 1864-1928, 1881-11-18

God, he never wrecked q train. Lately
he left the locomotive and has
taken seat in the parlor car,
which he finds much more comfortable.
He has merely stopped off ut this station
to see some old friends, who have induced
him Cor day to put on his old harness
The subject of his talk would be school
discipline. While he was sure there had
been great improvement made within the
past few years In the methods Of in struc
tiOn, he was not sure that much pro1reSs
had been made in the true principles of
education. The great end now aimed ut
is knowledge, whereas it ought to be
the formation Of character and the
shaping Of life. These things are of
much more Importance than tho mere
work Of instruction. Ho would divide
the methods of school discipline into four
classes g.: 1st, the discipline Of force I'd,
tact; Sd. consequences; 4th, conscience.
First-Thc discipline of force was al ap.
pea! to the pupils fear. This method was
regarded Is method of barbariSm, which
should be rarely if ever used. Second
The discipline of tact was an admirable
one. The teacher should be strategist,
manager, 4 general he should be all
eye and ear, and have clear
judgment by which he could
instinctively pick out the wrong -doers in
his school. In illustration of the method
to be pursued by the wise teacher he told
tho story Of the bad boys who had dug 4
deep pit and placed the teachers fat hog
in it ; and instead of showing anger. the
teacher suggested that the boys should
now bury the hog. With willing hands
they threw the dirt upon the hog. but
soon discovered that as fast rs they threw
the dirt into the pit the hog tramped it
beneath its feet and soon rose to the sur
face and walked off with grunt.
Third-Consequenccs. This is wise
method of discip!ine-it is the discipline
of motive. If We violate natures laws
We suffer. So let it be in the school; ii q
boy breaks glass or destroys school prop
crty make him repair or pay for it, If he
neglects his studies in school, make him
study them afterwards; if he litters the
floor mako him clean it up. Give him to
understand that every one OF his trans
gressiOns must be paid for.
FOurth-COnscience. The discipline OF
conscience is the most effective of all. The
teacher who inilicts any other kind Of dis
cipline and fails to appeal to the con-
science Of his pupil Overlooks s.n important
duty. The school should be the nursery
for the formation of good character and
this can only be attained where the con
science as we'll as the fears or interests of
the pupils are reached.
MIR. Knights Entertainment
1hursday Erening.-Thc opera house
was packed from top to bottom, being
almost as greatly crowded as was the
,t Il tlo
The entertainment consisted of ballad and
operatic selections, recitatiOns. and imper-
sOnations from Shakespeare and other
authors, the performance being given by
Knights Lyceum combination, consisting
of Alfred j. Knight, Frank NJ. Howard,
Sophie NJ. Osburn and Emma Howard.
There is but little plot and no strik-
ing effects in drama, or opera, or
whatever else it may be called.
Several pieces given are lOscly strung to-
gether and presented to the audience in
4 little commonplace dialogue among
the actors. MIR. Knight essayed 4 rendition
of Mark Antony's orotiOn, and assisted by
Miss Osburn, gave the murder scene
from Macbeth--neiter of which were Of
especial merit. Miss Osburn's recitation
were fairly rendered, and several popular
selections were we'll sung by Frank NJ.
Howard, and the company, the best being
the "Gobble' duct from Mascottc.
Friday .Morning-Rev. c. Elvin Houpt,
of Grace Lutheran church. read the morn
ing scriptural lesson and offered prayer.
ANovel School.
DR.. French answered 4 few warithemetical
questions asked by teachers, and then gave
some account Of his visit to Quincy, Mass,
4 town of 10000 inhabitants. A few
years ago these schools were much like
other schools and even now there is but
little that is new-that has not been seen
before; but there was collec-
tion of the best things that
can be found anywhere else. When
Col. Packer accepted the superintendency
of these schools nc stipulated that he
should hold the Office for five years that
he must have entire control Of the schools
without any interference from any quar-
ter, and that the board should furnish
him with all the money he might consider
necessary to carry on the schools. The
board agreed to all these conditions, hold
ing the superintendent responsible for
results The results attained under this
system have given prominence to
what is known as the Quincy
system. There are 1000 pupils in
the schools and 4G teachers. The
primary schools there are Supplied
with abundant blackboard. The lower
half of the board is divided into
spaces by vertical lines, in red
paint, and the children arc each given one
of the spaces within which to write their
lessons. There are short horizontal lines
two inches apart as guide for the pencils
Of the pupils. No books are used. All
the lessons for young pupils are given on
the board. They are taught to read script
before they read print. The instruction
in reading is given by the phonic,
and word method combined. No
reading books are used during tho first
three years of study. There is no regular
study of reading lessons. Each paragraph
Of the primary readers is a story complete
in itself and the pupils are called up one
at 4 time and each one reports from men,
DRY, as well as he can, one of the stories.
There is no rigid discipline in the schools
it is rather an organized disorder"
The pupils are not all required to sit in
the same position there is nothing Of the
Jacket order of discipline there
is hum ard hustle III all parts of the
room the pupils in different parts of it
arc at their several lessons. 1t is found
of advantage to have in the schools several
series of readers, rather than 4 single Sc
ries.
Prof. Buerhle answered several qucs-
tiOns, one of which was as to what can
be done to interest the younger pupils.
lie recommended in general way the
practice of uniting york
with play-giving them sticks and blocks